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Table of Contents
SUPERVISOR OVERVIEW What’s Required? Who Can Be a Supervisor? Orientation to ECI Making It Work Observations and Demonstrations Staff Self-Assessment – Includes Supervisor Guidelines and IPDP by Discipline Documentation Requirements EIS Credential Portfolio Completion Requirements by Credential Supervisor Guidelines for Supplemental Activities
SECTION 1: INTRODUCTION Activity 1.1: Key Principles Challenge Activity 1.2: Identify Team Roles Activity 1.3: Knowing Your Culture Activity 1.4: What Do You Value? MIW bookshelf
SECTION 2: REFERRAL AND INITIAL CONTACT Activity 2.1: Referral Form Activity 2.2: Referral at Your Program Activity 2.3: Confidentiality Scenarios Activity 2.4: Procedural Safeguards Activity 2.5: Eval Teams Activity 2.6: Pre-enrollment Quiz Activity 2.7: Eligibility
SECTION 3: EVALUATION & ASSESSMENT Activity 3.1: Principle 7 Will You Administer BDI-2? Activity 3.2: The BDI-2 Test Booklet Activity 3.3: Calculating Chronological Age Activity 3.4: BDI-2 Basal & Ceiling Activity 3.5: Tallying the BDI Score Activity 3.6: Using Electronic Calculator Activity 3.7 Percent Delay Activity 3.8: ES for Elizabeth How HELP Strands Are Used For Therapists Only: Clinical Concern and Functional Effects Activity 3.9: Find the Error(s) Activity 3.10: Risk Factors Activity 3.11: for Elizabeth Activity 3.12: for Andre Activity 3.13: for Riley Activity 3.14: Clinical Opinion Quiz Activity 3.15: Clinical Opinion for Riley Activity 3.16: Explaining Eval Results
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SECTION 4: IFSP Activity 4.1: Principle 4 and IFSP Child Outcome Codes Activity 4.2: IFSP Outcomes and 7 Key Principles Activity 4.3: RBI Video Activity 4.4: Modifying for Elizabeth Activity 4.5: Connecting Behaviors to Routines Activity 4.6: Is the Outcome Measurable Activity 4.7: Developing a Measurable Outcome Activity 4.8: Try Writing an Outcome Activity 4.9: Outcomes for Riley Activity 4.10: Planning Services Services Pages> For Andre Activity 4.11: Encouraging Parent Participation Activity 4.12: Periodic Review for Riley Activity 4.13: Annual Review for Riley Activity 4.14
SECTION 5: SERVICE DELIVERY Activity 5.1: Routines Based Approach Activity 5.2: How ECI Services Are Unique Activity 5.3: Components of Services Activity 5.4: Action & Practice Activity 5.5: Using Video in Early Intervention Activity 5.6: Service Delivery Scenarios Activity 5.7: What Would You Do? Activity 5.7: Cultural Effects on Service Delivery> Worksheet Scenarios Activity 5.8: Different Parenting Practices Resources for Service Delivery Activity 5.9: Writing Good Progress Notes Activity 5.10: Concurrent Documentation Activity 5.11: Andre’s Reassessment
SECTION 6: CASE MANAGEMENT Activity 6.1: Parent Concerns Activity 6.2: Sharing Information Activity 6.3: Community Resources Activity 6.4: Challenging Situations
SECTION 7: TRANSITION Activity 7.1: Using “Beyond ECI” Activity 7.2: Timelines Activity 7.3: Supporting Transition Activity 7.4: Henry at Mealtime Activity 7:5: Individualizing Transition> For Andre Activity 7:5: Individualizing Transition> For Elizabeth Activity 7.6: Transition Steps for Riley
Indicates reference to supervisor in module, supervision required, additional tools, or resources for staff, and may not be an activity.
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SUPERVISOR OVERVIEW Completion of the Orientation to ECI is required for all staff to help ensure all families in Texas ECI receive services from knowledgeable and qualified staff. Staff members come with varied levels of experience and knowledge, and Making It Work was designed to allow for individual differences. This supports Reflective Supervision where we lead through relationships and build rapport. The Supervisor Guidelines to Making It Work provides an overview of supervision standards, screenshots of the module, and detailed explanations of activities to include answer keys for activities that do not have feedback embedded into the module. The impact you have on coaching staff members is projected in the work they do each day with families.
What’s Required? Requirements for administrative supervision of ECI services and orientation are spelled out in the Texas Administrative Code (TAC) Title 40, Chapter 108: Subchapter C – 108.309: b) The contractor must comply with DARS ECI requirements related to initial training requirements for direct servicestaff. Before working directly with children and families, all staff must:
(1) complete orientation training as required by DARS ECI;(2) hold current certification in first-aid including emergency care of seizures and cardiopulmonary resuscitation for
children and infants; and (3) complete universal precautions training.
(e) The contractor must comply with DARS ECI requirements related to supervision* of direct service staff.
(1) All staff members who work directly with children and families must receive supervision oversight includingdocumented consultation, record review, and observation from a qualified supervisor. Supervisor qualificationsare further described in this subchapter in §§108.313(c), 108.315(c), and 108.317(c) of this title (relating to EarlyIntervention Specialist (EIS), Service Coordinator and Staff Who Do Not Hold a License or EIS Credential andProvide Early Childhood Intervention Services to Children and Families).
*Further requirements are described in your agency’s ECI Contract.
Type of Staff Supervision Requirement New staff completing the Orientation to ECI Training One hour per week of documented supervision (minimum)
New staff who have finished Orientation to ECI, but are still working on their IPDP
One hour per week of documented supervision
All staff who have finished their IPDP Three hours per quarter of documented supervision
The supervision can be reflective supervision, clinical supervision, or a combination of both. The total supervision time per week has to equal the required amount for the specific staff person. If the supervisor is completing “record review,” he/she needs to discuss with the staff member about any “findings” in the record.
The required supervision does not have to occur in a single session. For example, for staff members completing the Orientation to ECI, the hour can be completed in multiple shorter meetings. The supervision does not have to be provided by just one person. All staff who meet the supervisor qualifications and are assigned to that staff person as a supervisor can provide the supervision requirement. The supervision can occur individually or in groups. The supervision can occur face to face or can occur through 'video chat' applications (Skype, OOVO). It should be reflective, collaborative and regular to build rapport and allow for shared learning opportunities.
Examples of appropriate supervision include:
documented consultation to include evaluation and development of staff knowledge, skills, and abilities, andcase-specific problem solving.
record review with staff to include a review of documentation in child records to evaluate compliance with therequirements outlined in TAC, and quality, accuracy, and timeliness of documentation.
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observation of the staff providing services (watching staff interactions with children and families) and providingguidance and coaching from your observation.
o The supervisor attends a visit with staff, and after, meets with staff to reflect upon the visit, oro The staff member records/videos a visit with the family’s written consent and reviews the
recording/video with his/her supervisor for shared learning and coaching.
staff training on specific topics with staff participation and coaching from the supervisor.
Documentation of supervision must include:
Name of staff person
Date of supervision
Time/Duration of supervision
Description of what occurred during supervision
Name/Signature of supervisor (electronic signature is ok)
Who Can Be a Supervisor?
TAC Title 40, Chapter 108: Subchapter C – 108.311, 108.313, 108.315, 108.317
Staff who are Supervised Supervisor Requirements Licensed Staff A licensed professional must comply with all established licensing
board requirements for receiving or providing clinical supervision.
Program directors, managers, supervisors, or other experienced therapists can provide supervision regarding ECI rule and quality indicators for services to infants, toddlers, and their families.
Early Intervention Specialists An EIS Supervisor must:
(A) have two years of experience providing ECI services, or two yearsof experience supervising staff who provide other early interventionservices to children and families; and
(B) be an active EIS or hold a bachelor's degree or graduate degreefrom an accredited university with a specialization in:
(i) child development, special education, psychology, social work,sociology, nursing, rehabilitation counseling, humandevelopment, or related field; or
(ii) an unrelated field and have at least 18 hours credit in childdevelopment or human development.
Service Coordinators A Service Coordinator Supervisor:
(A) has completed all service coordinator training as required insubsection (a)(2) of this section;
(B) has two years of experience providing case management in an ECIprogram or another applicable community-based organization; and
(C) is an active EIS or holds a bachelor's degree or graduate degreefrom an accredited university with a specialization in:
(i) child development, special education, psychology, social work,
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sociology, nursing, rehabilitation counseling, human development or a related field, or
(ii) an unrelated field with at least 18 hours in child developmentor human development;
Other Staff Who Provide Direct Service (not licensed or credentialed)
An ECI staff member who has two years of experience providing early childhood intervention services is qualified to supervise a direct service staff member who does not hold a license or EIS credential.
Orientation to ECI As part of the Comprehensive System of Personnel Development (CSPD) requirement that promotes the preparation of early intervention service providers who are fully and appropriately qualified to provide early intervention services, all staff newly hired by your program must complete the Orientation to ECI before providing or billing for direct services. The Orientation to ECI has four components: Making It Work (all sections), Service Delivery Observations, a ServiceDelivery Demonstration and Staff Self-Assessment. Additionally, completion of the Family Centered Case Management Module is required for Service Coordinators. Supervisor Guidelines associated with the Family Centered Case Management Module are located on the Extranet.
A staff person who transfers from another program or returns to work for your program may receive credit for previous completion of the Orientation to ECI only with documentation (completed IPDP or certificates) indicating the current module was completed. The Service Delivery demonstration must be completed. A credentialed EIS can earn CPE for completing the Making It Work module.
Making It Work Making It Work provides the foundation of staff training on early intervention rules and regulations and evidence-based, recommended practices. All new staff members must complete all sections of the MIW module prior to completing their Staff Assessment and working directly with children and families.
There are seven sections in the module:
Introduction
Referral and Initial Contact
Evaluation and Assessment
IFSP
Service Delivery
Case Management
Transition
The module is available on the ECI website. The handouts needed to complete the module activities are accessible and can be printed throughout the module. Staff will be asked to complete activities using the handouts and will need supervisor coaching for several worksheet activities. For example, an activity might require the learner to have a discussion with you, review a reflective journaling exercise with you, or learn program-specific details. Many of the activities have immediate learning opportunities embedded within the module; other suggested answers are provided inthis document. Even though feedback is embedded into the module, after staff complete quizzes, have a discussion tofind out if additional support is needed.
Observations and Demonstrations Observation and demonstration activities are critical to developing competence in the skills required to be an effective early intervention provider. Observation checklists are provided for the learner’s use as a guide when observing a visit or activity. Staff members are encouraged to make notes or reflections about what they are observing. Because the information from Making It Work, the EIS IPDP, and the Family Centered Case Management modules may be new
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content for some learners, it is important to make connections for them between the material presented in the training modules and what they observe during visits.
We recommend integrating observations into the module by scheduling observations between sections. For example, supervisors may schedule observation of an evaluation immediately after completion of the Evaluation and Assessment section. Or, it could be effective to schedule a service delivery observation prior to completion of the Service Delivery section of MIW.
Timesaving Tip –Schedule observation visits before the new employee’s first day at your program. If these visits are scheduled in advance, your new staff will be able to progress through the orientation materials without a lot of “down time.”
Observations and demonstrations may be completed through face-to-face interactions or video. Video clips must be long enough to complete all items on the observation or demonstration checklist. Families must consent verbally before a non-team member attends a visit, so remind the observer to ensure that the service provider has gotten permission from the family. During the demonstration visits, the family must verbally consent when a supervisor observes a visit. When recording a video clip for demonstration purposes, the family must provide written consent before the clip is shared. Uncertain about using video for observations and demonstrations? View this short clip, Using Video for Self Reflection.
Supervisors and program directors can “waive” the observation requirements in the Individualized Professional Development Plan (IPDP), with the exception of the Service Coordinator and EIS IPDP observations. If observation is waived, the staff person moves directly to demonstrating the skills required for a particular activity. If the staff person does not demonstrate the skills adequately, he/she will need to complete the required observations and then complete another skills demonstration.
Service Coordinator Credential/Family Centered Case Management Module TAC Title 40, Chapter 108: Subchapter C – 108.315 A Service Coordinator must meet one of the following criteria:
(A) be a licensed professional in a discipline relevant to early childhood intervention;(B) be an EIS;(C) be a Registered Nurse (with a diploma, an associate's, bachelor's or advanced
degree) licensed by the Texas Board of Nursing; or (D) hold a bachelor's degree or graduate degree from an accredited university with a
specialization in:(i) child development, special education, psychology, social work, sociology,
nursing, rehabilitation counseling, or human development or a related field, or(ii) an unrelated field with at least 18 hours of semester course credit in child
development or human development.
Before providing case management services to families, Service Coordinators must complete the Orientation to ECI and the Family Centered Case Management Module (FCCM). After completing the FCCM, the Service Coordinator will receive a certificate of completion from his/her supervisor and can now start providing case management services. Service Coordinators must complete the staff self-assessment and complete any assigned supplementary activities and the Service Coordinator observations and demonstrations from their IPDP.
Service Coordinators maintain status as a Service Coordinator by completing:
three contact hours of training in ethics every two years;
an additional three contact hours of training specifically relevant to case management every year; ando this can be part of the required ten hours of EIS CPE
if the service coordinator does not hold a current license or credential that requires continuing professionaleducation, an additional seven contact hours of approved continuing education.
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Supervisor Guidelines for the Family Centered Case Management Module and the Service Coordinator observations and demonstrations may be found on the Extranet.
Staff Self-Assessment The next step of Orientation is completion of a Staff Self-Assessment. All newly hired staff must complete the staff self-assessment. This includes staff transferring from other ECI programs and staff who have previously worked for your program who are returning to work.
This self-assessment will ask the staff person to rate himself/herself on technical skills related to ECI and “soft skills” needed to be an effective staff member in ECI, answer questions about three video scenarios, and complete three short answer questions. The links to the video clips are embedded in the Staff Self-Assessment document.
Links to the videos can also be found here:
Scenario 1: First Visit ScenarioScenario 2: Changing Services ScenarioScenario 3: Lack of Progress Scenario
The supervisor develops the staff person’s IPDP based on the results of the Staff Self-Assessment. The Staff Self-Assessment Supervisor Guidelines are sectioned by discipline and will help you develop the IPDP. Trainings are suggested and supplementary activities assigned based on the staff person’s ratings and answers. Supervisors can assign supplementary activities for a staff person to complete, regardless of his/her Staff Self-Assessment ratings, but cannot require less than what the guidelines mandate. The links to supplementary activities can be found in this manual.
Supervisor Guidelines for Staff Self-Assessment : IPDP Progress Tracker:
EIS Self-Assessment EIS IPDP
SC Self-Assessment SC IPDP
Other Service Provider Self-Assessment Other Service Provider IPDP
The IPDP documentation is designed to be completed and stored electronically. You can add in your own agency’s training requirements.
Documentation Requirements All staff hired after 9/1/2011 must have documentation that they have completed the Orientation to ECI and the additional trainings required by their IPDPs. Staff hired between 9/1/2011 and 1/2015 will have a different version of the Orientation to ECI from staff hired after 2/2015.
Service Coordinators are required to document their annual training requirements:
three contact hours of training in ethics every two years;
an additional three contact hours of training specifically relevant to case management every year; ando this can be part of the required ten hours of EIS CPE
if the service coordinator does not hold a current license or credential that requires continuing professionaleducation, an additional seven contact hours of approved continuing education.
Programs are required to record documentation of EIS training into the EIS Registry by entering the following data:
Information from the Application to Enter the EIS Registry and Orientation (within 30 days of hire)
IPDP Completion Summary (due within one year of hire) Continuing Professional Education Record (due annually on or before the EIS’s certificate date)
An EIS who fails to enter the required documentation into the web-based EIS Registry by the designated deadline may not perform activities requiring EIS professional status, including serving on the interdisciplinary team for evaluation,
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assessment or for IFSP development or providing developmental services. More information about the EIS Registry and instructions for entering information can be found in the EIS Registry Manual.
EIS Credential/EIS Individualized Professional Development Plan (IPDP) TAC Title 40, Chapter 108: Subchapter C – 108.313 To apply as an Early Intervention Specialist, a staff person must hold a bachelor's degree which includes a minimum of 18 hours of course credit relevant to early childhood intervention including three hours* in early childhood development or early childhood special education. Examples of classes that meet the three-hour requirement include: TECA (community college courses) on child growth and development, classes that have
“infant/toddler” in the title, classes that have child development in the title, child psychology or child and adolescent psychology, children with special needs, or typical language development. Classes that may count, depending on the course content: lifespan development, human growth and development, other special education classes. The course needs to focus on young children to meet this requirement.
*Starting 9/1/13, 40 clock hours of continuing professional education in early childhood development or early childhoodspecial education completed within five years prior to employment with ECI may substitute for the three-hour semestercourse credit requirement in early childhood development or early childhood special education.
In addition to the Orientation to ECI and any assigned supplementary activities, EISs must complete the activities outlined in the EIS IPDP credentialing module. The EIS credential is earned and the EIS will receive his/her certificate when his/her entire IPDP is complete. Supervisor Guidelines associated with the EIS IPDP module are built into the EIS IPDP module.
Once the EIS has completed his/her entire IPDP, documentation of the IPDP should be printed out and signed by the EIS Supervisor(s) and Program Director. This summary sheet is entered into the web-based EIS Registry by your program. Please encourage staff (EIS) to keep documentation/certificate of course completion. The ECI State Office will complete the electronic review and approval process so the EIS can receive his/her certificate.
Portfolio Staff working on the IPDP must maintain documentation of the completion of required activities, including observation, demonstration, and review forms. This portfolio is kept at the program and may be checked during a DARS ECI monitoring visit or during a monthly EIS Registry audit. It can be stored electronically or the documents may be printed out and stored in a notebook or folder.
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Completion Requirements by Discipline
Service Coordinator EIS Other Service Provider Service Coordinator Service Coordinator Only Only Only & EIS & Other Service Provider
Self-Assessment
Able to provide/
bill services
FCCM
All sections of MIW
Obs + Demo
Complete IPDP
(supplementary
activities,
observations,
demonstrations)
Annual CPE &
Ethics
Self-Assessment
Able to provide/
bill services
Complete EIS IPDP (module,
supplementary activities,
observations, demonstrations)
Receive EIS
Certificate
Annual CPE &
Ethics
Self-Assessment
Able to provide/
bill services
Complete IPDP
(supplementary
activities,
observations,
demonstrations)
FCCM
Self-Assessment
Complete IPDP
(supplementary
activities,
observations,
demonstrations)
Complete EIS IPDP (module,
supplementary activities,
observations, demonstrations)
Receive EIS
Certificate
Annual CPE &
Ethics
FCCM
Complete IPDP
(supplementary
activities,
observations,
demonstrations)
Self-Assessment
Annual CPE &
Ethics
Able to
provide/ bill
service
coordination
services
Able to
provide/ bill
service
coordination
services
Able to
provide/ bill
non-service
coordination
services
Able to
provide/ bill
non-service
coordination
services
All sections of MIW
Obs + Demo
All sections of MIW
Obs + Demo
All sections of MIW
Obs + Demo
All sections of MIW
Obs + Demo
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SECTION 1: INTRODUCTION
The Seven Key Principles> Activity 1.1: Key Principles Challenge
This activity has feedback already built into the module; however some staff members may struggle with finding the correct answer. The family is the essential element in all aspects of early intervention. In every principle some form of the word family is present.
Teaming> Activity 1.2: Identify Team Roles
The learner answers five multiple choice questions about service roles. Feedback is built into the module.
Cultural Competence> Activity 1.3: Knowing Your Culture
Worksheet 1.3 is a reflective activity without right or wrong answers. It provides an opportunity for staff to reflect on his/her own cultural influences.
Cultural Competence> Activity 1.4: What Do You Value?
The learner is asked to determine where his/her values fall on the continuum in this self-reflection activity. Answers do not need to be shared with a supervisor.
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MIW Bookshelf
The MIW bookshelf is a collection of materials and links the learner uses throughout the module and can serve as a valuable resource to staff. You can go to the MIW bookshelf to look up something in the Texas Administrative Code or Part C regulations. You can also access resources on early childhood development or the 7 key principles and access supplemental activities to the module. The Supervisor Guidelines are located on the bookshelf, as well as links to additional trainings.
The resources on the bookshelf can help staff maintain and enhance the knowledge and skills needed for early intervention work through ongoing
professional development. In assisting staff in keeping pace with the standards and practices in this field, staff will continue to provide the best possible services to children and families.
SECTION 2: REFERRAL AND INITIAL CONTACT
Activity 2.1: Referral Form
Staff members learn about the key elements for a referral. Take the time to familiarize new staff with the different referrals received at your program.
Activity 2.2: Referral at Your Program
The answers to this worksheet are specific to your program. This activity provides new staff members the opportunity to learn about the referral process and more about ECI.
Activity 2.3: Confidentiality scenarios
The learner answers three multiple choice questions about confidentiality. Feedback is built into the module.
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Procedural Safeguards> Activity 2.4: Procedural Safeguards
The learner answers eight multiple choice questions about procedural safeguards. Feedback is built into the module. Each answer must be correct before moving on to the next question or slide.
Procedural Safeguards> Activity 2.5: Eval Teams
The learner answers five multiple choice questions about evaluation teams. Feedback is built into the module. Each answer must be correct before moving on to the next question or slide.
Procedural Safeguards> Activity 2.6: Pre-enrollment Quiz
The learner answers four true/false questions about pre-enrollment. Feedback is built into the module.
Eligibility> Activity 2.7: Eligibility
The learner answers four true/false questions and one multiple choice question about eligibility. Feedback is built into the module. A score is calculated at the end of the activity without an opportunity to retry.
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SECTION 3: EVALUATION & ASSESSMENT
BDI-2> Activity 3.1: Principle 7
BDI-2> Will You Administer BDI-2?
The learner drags and drops statements about evaluation and assessment into the correct box: looks like or doesn’t look like. There are four statements with feedback built into the module.
Will the staff member be part of an evaluation team?
By selecting “Yes” the learner will review information about the BDI-2 including: electronic and paper BDI-2, BDI-2 materials, calculation of the BDI-2, explanation of the domain booklets, determining age equivalence, basal and ceiling, explanation of how to score individual test items, and knowing when to complete a test question with interview, observation or structured procedure. By selecting “No” the learner will skip the previously mentioned information and move to Eligibility Statement. The module is designed to skip to the correct slide based on the learner's response. He/she should not use the left navigation to advance to a different slide.
*All EISs must check yes. As part of the EIS credential, he/she must have knowledge of BDI-2 evaluation administration.
Each program is responsible for providing a more in-depth training specific to administration of the BDI-2. Tools to assist you in providing training may include the webinars: Eligibility and BDI-2 (parts 1 & 2) and BDI and Eligibility: Mythbusters Edition. There are additional tools located on the extranet under “Eligibility.” Staff who are experienced in administration of the BDI-2, and staff who attended trainings by the publisher, Riverside, should be used as resources in training new staff on the use of the test instrument.
BDI-2> For Staff Who Administer BDI-2> Activity 3.2: The BDI-2 Test Booklet
The learner is guided through the BDI-2 cover sheet. Each numbered box takes the learner to a new slide with further explanation or activities associated with the section.
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BDI-2> For Staff Who Administer BDI-2> Activity 3.3: Calculating Chronological Age
The learner calculates the chronological age of Emilio and enters the answer into the text field. Feedback is built into the module. If a staff member finds this activity difficult, it may be helpful to walk him/her through the calculations. To reduce manual calculation errors, it is recommended that staff members use the calculation page on the electronic eligibility statement.
BDI-2> For Staff Who Administer BDI-2> Activity 3.4: BDI-2 Basal & Ceiling
The learner answers three multiple choice questions about finding the basal and ceiling. Feedback is built into the module. If staff struggle with finding the basal and ceiling, provide a walk through.
Only the ceiling is
correct
Only the basal is
correct
Only the ceiling is
correct
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BDI-2> For Staff Who Administer BDI-2> Activity 3.5: Tallying the BDI Score
The learner establishes the scores for sub-domains through a series of fill in the blank questions. If all answers aren’t correct, encourage the staff member to retry the activity. The feedback built into the module lets staff know if the answer is correct, but does not provide the correct answer if incorrect. If additional assistance is needed, sit down with staff and review calculations remembering to add 2 points for test items before the basal.
19
32
19
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Eligibility Statement> Activity 3.6: Using Electronic Calculator
Provide the learner with a copy of the electronic eligibility statement and guide him/her to the calculation tab. The learner will then complete two practice scenarios about calculating a child’s age. Feedback is built into the module, but supervisors may want to discuss the steps your program takes to find the adjusted age.
Eligibility Statement> Activity 3.7 Percent Delay
The learner practices finding the age equivalent score and percent delay. There are three series of calculations and one yes/no question. Feedback and the correct answers are built into the module.
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Eligibility Statement> Activity 3.8: ES for Elizabeth
The learner answers one multiple choice question about Elizabeth’s eligibility statement with the ability to select more than one answer. Feedback is built into the module.
QDD and HELP> How HELP Strands Are Used
If the learner has questions about administering and scoring the HELP Strands, the supervisor can provide access to view “Help with the HELP” located on the extranet under “Eligibility.”
QDD and HELP> For Therapists Only: Clinical Concern and Functional Effects
Therapists are given two series of statements and are asked to determine if it is a clinical description of a concern or a description of functional effects. Feedback isbuilt into the module.
QDD and HELP> Activity 3.9: Find the Error(s)
The learner answers one multiple choice question about Riley’s eligibility statement with the ability to select more than one answer. Feedback is built into the module.
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Needs Assessment, ID & Referral> Activity 3.10: Risk Factors
The learner answers six multiple choice questions with the ability to select more than one answer. Feedback is built into the module; however, staff are directed to refer back to the Risk Factors Checklist for the correct answer. The answers are listed below.
Needs Assessment, ID & Referral> Activity 3.11: for Elizabeth
The learner answers one multiple choice question with the ability to select more than one answer. Feedback is built into the module.
Needs Assessment, ID & Referral> Activity 3.12: for Andre
The learner answers two yes/no questions with feedback built into the module. If the questions were answered incorrectly, supervisors may need to walk through the identification process for vision and hearing with the staff person.
Risk Factors Checklist: Hearing Vision Nutrition
Jaundice (hyperbilirubinemia) requiring transfusion
Meningitis
Seizure disorder
Low birth weight (<3.3 pounds or 1500 grams)
In utero infections (TORCH): Check all that apply: Toxoplasmosis
Herpes (Maternal) Rubella Cytomegalovirus
(CMV) Other (e.g., Syphilis)
Prader Willi
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Needs Assessment, ID & Referral> Activity 3.13: for Riley
The learner answers one yes/no question and one multiple choice question with feedback built into the module. If the questions were answered incorrectly, supervisors may need to walk through the identification process with the staff person.
Informed Clinical Opinion> Activity 3.14: Clinical Opinion Quiz
The learner answers five yes/no questions about clinical opinion with feedback built into the module. It is recommended that he/she retries the activity if the score is less than 100%.
Informed Clinical Opinion> Activity 3.15: Clinical Opinion for Riley
The learner answers four yes/no questions about clinical opinion concerning Riley, with feedback built into the module.
Informed Clinical Opinion> Activity 3.16: Explaining Eval Results
The learner is asked to develop a role play about sharing evaluation results with families. The supervisor can either review the script or have the staff person complete the role play with the supervisor. Check to see if the role play contains most of the following content: - an explanation that the BDI-2 evaluated all of the child’s developmental areasand a delay in one area may be related to a delay in another developmentalarea;- a discussion of the age equivalency scores for each of the sub-domains with anexplanation of “age equivalency”;- a discussion of the scaled scores or standard deviation chart to explain whatthe delays mean;
- a review of the eligibility criteria and statement on whether or not the child qualifies for services; and- any additional information about resources outside of ECI.
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SECTION 4: IFSP
Activity 4.1: Principle 4 and IFSP
Two yes/no questions have feedback built into the module. If the learner incorrectly answered the second question, discuss the importance of
listening to families’ priorities & needs,
preparing the family to participate in the IFSP meeting, and
supporting families to develop the outcomes, strategies, activities,services and supports.
These behaviors demonstrate respect and support the family as equal team members. This will also help strengthen rapport and the relationship with the family. Families engaged in the ECI process from the very beginning are more
likely to be actively involved during service delivery.
The IFSP Form> Part 2> Child Outcome Codes
It is highly recommended for all staff to complete the global child outcomes training, and it is a requirement for EISs during the credentialing process. The training can be accessed by going to this website: http://www.dars.state.tx.us/ecis/childoutcomes.shtml.
This module has its own activities and supervisor guidelines which can also be accessed at the link above.
The IFSP Form> Part 4> Activity 4.2: IFSP Outcomes and 7 Key Principles
The learner drags and drops eight statements about IFSP outcomes and the 7 key principles to the correct column. Feedback is built into the module.
Routines> Activity 4.3: RBI Video
The learner watches clips from a Routines-Based Interview. In the example only one person is conducting the RBI, because this clip was videotaped for demonstration purposes. Be sure to remind staff the RBI is required to be conducted as an interdisciplinary team. After viewing the first video, the learner answers one multiple choice question with feedback built into the module. Then, he/she views a video clip on techniques the interviewer uses to build rapport with the family.
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Routines> Activity 4.4: Modifying for Elizabeth
The learner is asked to modify mealtime questions for Elizabeth. Feedback is built into the module, but the supervisor can review the staff person’s modifications and provide additional shared learning opportunities.
Routines>Activity 4.5: Connecting Behaviors to Routines
The learner answers four multiple choice questions with the ability to select more than one answer. Feedback is built into the module.
Outcomes> Activity 4.6: Is the Outcome Measurable
The learner answers six multiple choice questions with the ability to select more than one answer. Feedback is built into the module. After answering the question and receiving guided learning opportunities, the learner is prompted to revise the outcome so it meets all the criteria. The supervisor should review the outcomes written by staff and provide feedback. Below are examples provided in the module.
Revised Example #1: Mikal will be able to transition from his belly to sitting up and vice versa during floor time while mom cooks dinner. He will do this five times in one week (target date on outcome page). Revised Example #2: Sam will use five words his parents can understand to name pictures in books or photos of family members when his parents read to him at bedtime, daily for one month (target date on outcome page). Revised Example #3: Norah will be able to express her wants and needs during meals and snacks using three word phrases two times a day, for a week, before she starts preschool in the fall. Revised Example #4: William will obey his parents when they say “stop” or “come here” at least five times a day while playing, four days in a week, before visiting grandma at Christmas. Revised Example #5: Janelle will use a sign or a single word to ask for a toy when playing in the living room three days a week for a month (target date on form). Revised Example #6: Jack will feed himself two pieces of his birthday cake, and chew and swallow it, on his birthday, within 15 to 20 minutes.
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Outcomes> Activity 4.7: Developing a Measurable Outcome
The learner listens to three scenarios and writes an outcome for each scenario that is individualized and measurable. Review the outcomes with the staff person and provide feedback. Functional, measurable outcomes include:- specific action by child;- context (when/where);- quantity and/or frequency; and-timeline or target date.
Scenario #1 Example: Mark Anthony will walk independently 20 feet from the elevator to the play area when his family visits the mall once per week across 4 weeks.
Scenario #2 Example: DeShaun will eat what the rest of the family eats at lunch and dinner. We’ll know he can do this when he chews and swallows half the food on his plate six times in one week by Thanksgiving.
Scenario #3 Example: Giana will say “mama” to gain her mother’s attention upon waking up in the morning or when wanting a snack, daily for 7 consecutive days.
Outcomes> Activity 4.8: Try Writing an Outcome
The learner is directed to write an outcome for Elizabeth using the routines section about playtime from her IFSP. Two examples are built into the module. The supervisor should review the outcomes to ensure they contain all of the criteria of a functional, measurable outcome.
Outcomes> Activity 4.9: Outcomes for Riley
The learner writes an outcome for Riley related to 1) speech and 2) behavior. Three examples are built into the module. The supervisor should review staff written outcomes to ensure they contain all of the criteria of a functional, measurable outcome.
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Planning Services> What Services?> Activity 4.10: Planning Services
The learner determines what services should be planned for eight children using Worksheet 4.10 and the service continuum's. Feedback is built into the module.
Services Pages> For Andre
The learner is encouraged to talk to the supervisor to find out if group services are available in your program. There is a brief summary defining group services, but you should explain if and how your program provides group services.
IFSP and the Family> Activity 4.11: Encouraging Parent Participation
The learner is directed to write down and share with the supervisor at least five strategies for ensuring the parent is an equal partner in the IFSP development process. These answers could include: - Scheduling at a convenient time and location for the family;- Inviting others who can support them to the IFSP meeting;- Being mindful of body language (facing the family, no side conversations, etc.);- Using family friendly language and avoiding jargon;-Encouraging questions;- Using open ended questions and active listening;- Relating the outcomes back to information gathered during the RBI, ensuring theoutcome is important to the family; or- Asking what is and is not working for the family before suggesting procedures.
IFSP Reviews> Periodic Reviews> Activity 4.12: Periodic Review for Riley
The learner completes a new service page for Riley based on information gathered during the periodic review. The answer key is built into the module.
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IFSP Reviews> Annual Reviews> Activity 4.13: Annual Review for Riley
The learner develops an 1) outcome and 2) services page based on information gathered during the annual review. The supervisor should discuss the outcome and services page. Ensure the outcome contains all of the criteria to make it a functional, measurable outcome. The outcome could be written to address Riley taking off his clothes at inappropriate times, or Riley increasing awareness of personal safety because he opens the gate to get to the neighbor’s yard.
OT services should have been added to the services page. The expected frequency and intensity of six times a month for an hour is a recommended starting point for Riley. Answers may vary. Use your professional judgment if the answer is
appropriate and contains all of the required elements.
IFSP Reviews> Annual Reviews> Activity 4.14
The learner drags and drops six statements relating to the seven key principles to the applicable column with feedback built into the module.
SECTION 5: SERVICE DELIVERY
The ECI Approach to Service Delivery> Activity 5.1: Routines Based Approach
The learner watches a seven minute video clip as an introduction to routines-based intervention and then answers one multiple choice question with the ability to select more than one answer. Feedback is built into the module.
The ECI Approach to Service Delivery> Activity 5.2: How ECI Services Are Unique
This activity asks for a response to this situation: On your second visit to a family, the dad expresses concern by saying “we just seemed to spend the previous session playing with him. When are we going to start working on his goals?” Examples of possible responses follow on the next slide, and the learner selects all appropriate responses with feedback built into the module.
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Components of Services> Activity 5.3: Components of Services
The learner answers four multiple choice questions about components of ECI services with feedback built into the module.
Coaching> Activity 5.4: Action & Practice
The learner answers one multiple choice question with the ability to select more than one answer. Feedback is built into the module.
Coaching> Activity 5.5: Using Video in Early Intervention
The learner is asked to brainstorm at least three other ways video might support work with a family and record ideas on the worksheet for activity 5.5. These need to be discussed with the supervisor. Examples of ideas are below.
Worksheet for Activity 5.5
How video can support coaching
You’ve seen the clip “Using video as a tool for really watching” … now brainstorm at least three other ways that video could be used to support your work with the family.
- Sharing with other parent or family members so everyone is on the same page.- Showing the parent what it looks like as they are doing it.- Using video to celebrate progress.- Highlighting family strengths and child progress.- Explaining the process of what intervention services look like.
Discuss these ideas with your supervisor.
Making It Work
2014
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Addressing challenging situations> Activity 5.6: Service delivery Scenarios
This activity involves filling out Worksheet 5.6 and discussing answers with the supervisor. Check answers in relation to your agency’s home visiting and safety guidelines. Examples of answers are provided below.
Worksheet 5.6 – Challenging Situations: What Would You Do?
When providing services in a family’s home, you may encounter a challenging situation. Read the following scenarios and think about how you would respond. How do your responses relate to your agency’s home visiting and safety guidelines?
1. As you are pulling up to the home, you see that the family dog is outside guarding the front door.She begins barking more aggressively as you approach the gate.
Go back to your car; call/text the family to let them know you are outside; discuss a plan prior to next visit.
2. You knock on the door and an unfamiliar person answers. He says that mom is not home, but the child is there.He offers to participate in the visit in her place.
Let him know you were expecting to work with the mother, and you do not have a consent form to provide services with him; call Mom to reschedule; leave a note for Mom.
3. Your appointment is for 9:30 a.m. You arrive at 9:50 a.m. Mom is upset because you are late and to her it seemslike you don’t care about her or her child.
Apologize for the inconvenience; keep in better communication with Mom if you’re running late.
4. Both parents are present during your visit. As you review their child’s progress, mom reports she thinks the child isfine and does not need services, while dad is still concerned the child is not walking. They begin arguing loudly.
Review child’s outcomes with the family; discuss child’s strengths and needs; suggest rescheduling to allow time for the parents to discuss service needs.
5. You are scheduled to visit a child who lives with an uncle who appears to be in a gang. At a previous visit, youheard him talking with friends about a fight and one of them made a comment about a gun.
Talk with your supervisor or program director, which could lead to filing a report with CPS; determine, with your supervisor, whether it would be safe to discuss what you overheard with the parents.
6. At the evaluation, the grandmother was present and provided most of the information. But now in your firstvisit with just the mom, it seems as though the she is having difficulty understanding much of what you are saying.
Adjust your services to help with clarity for Mom; clearly document in a meaningful way to Mom; be sure to have Mom demonstrate the intervention for you; stop during the visit regularly to offer opportunity for questions; schedule appointments with grandma present.
When you’re finished, discuss with your supervisor.
Making It Work 2014
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Addressing Challenging Situation> Activity 5.7: Cultural Effects on Service Delivery> What Would You Do?
The learner answers two multiple choice questions about cultural effects on service delivery with feedback built into the module.
Addressing Challenging Situation> Activity 5.7: Cultural Effects on Service Delivery> Worksheet Scenarios
Worksheet 5.7 provides cultural scenarios to respond to by writing down an answer, with the option of role playing with a supervisor or co-worker. Examples of answers are listed below.
Worksheet 5.7 – Cultural Effects on Service Delivery
What would you do if you were the service provider in these scenarios? Jot down your thoughts, then role play your response with your supervisor or another staff member. What did you discover?
1. An ECI team is working with a Guatemalan immigrant mother and her 13-month-old daughter. The PTrecommends that the daughter should be barefoot as much as possible while she is learning to walk. Themother disagrees. She is concerned about parasites in the soil – a common danger back in rural Guatemala –and how others might view her as ignorant if her child is not wearing shoes.
The PT could: explain the benefits of the child being barefoot; reach a compromise and ask the Mom to leave the child barefoot while at home, but recommend supportive shoes for outside.
2. The Miller family are advocates for co-sleeping and have a family bed for themselves, their 4 year old daughterand their 1 year old son, Josh. Josh is having trouble settling down to sleep and staying asleep for the night. TheEIS recommends that he sleep in a separate bed for safety reasons and to help with his sleep routines. TheMillers feel it is important for his social emotional development to sleep in the family bed.
The EIS could: brainstorm with the parents what might be driving his sleep interruption, and then look for solutions that fit in with the family practice; discuss if it is causing anyone loss of sleep; recommend setting up a pallet on the floor next to the bed.
3. Lisa is a new SLP assigned to the team. At her first visit, she compliments Maria (mom) on how pretty Monicalooks. Maria seems anxious and doesn’t share as much information after Lisa compliments her. Later Lisa learnsabout Mal de Ojo from her coworker. She wonders if Maria’s anxiety was caused by her complimenting Monicawithout touching her.
The SLP could: discuss with Mom her observation from the last visit to see if she did something wrong; seek out additional resources about the family’s culture; compliment the child while taking proper precautions to prevent Mal de Ojo.
Making It Work 2014
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Addressing Challenging Situation> Activity 5.8: Different Parenting Practices
The learner talks with three colleagues to learn strategies they use when the family’s parenting practices, priorities or family activities are different than what the provider would recommend. Answers can be written on the back of the previous worksheet and discussed with the supervisor.
Common examples of situations staff may encounter are listed on Activity 5.7.
Addressing Challenging Situations> Resources for Service Delivery
If a staff member is struggling to think of activities to recommend to families, this slide lists resources to assist him/her.
SST Workbook: It is intended to be used by EISs to enhance their knowledge of SST, but it is a useful resource for every ECI service provider. There are activities to extend knowledge of developmentally appropriate activities for infants and toddlers, with several opportunities to practice documentation. The SST workbook also contains links to additional resources on strategies and activities, brain development and behavior.
ECI Collection in DSHS Audio Visual Library: The ECI Library collection contains a wealth of information on all aspects of early childhood intervention. These materials are available on a free loan (up to 10 days) basis to residents of the state of Texas. ECI and DSHS Library Services also collaborate to produce Library Matters. This publication provides readers with a listing of articles, books, videos and journals on a particular subject, for example, seizure disorder, Down syndrome, Autism, infant mental health and behavioral issues.
Born Learning website: Born Learning is designed as a tool for long-lasting community change that supports young children by providing awareness/education and action.
HELP at Home Curriculum: Your program may have a copy of HELP at Home. If not, it is available for checkout from the ECI Library Collection. In this workbook there are thousands of activities for parents to support, encourage, and facilitate their child’s growth and development.
Continuums of Services: Provide descriptions and comparisons of different disciplines in ECI and which team member to consult for additional supports.
Documenting Service Delivery> Activity 5.9: Writing Good Progress Notes
The learner answers one multiple choice question about a quality progress note with feedback built into the module.
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Documenting Service Delivery> Activity 5.10: Concurrent Documentation
The learner uses either your program’s progress note or the sample progress note in the module to document a visit. The purpose of this activity is to train staff on the required elements and to provide practice documenting throughout a visit instead of at the end. Review the progress note to ensure the required elements are included.
Below is an example of what the progress note could look like:
Date of service DD/MM/YYYY
Childs Name/DOB Elizabeth Jones 8/11/2014
Service Provider Name and Service: Wilma Ferrell, OTR
Start Time and Duration/ or End Time
HH:MM – HH:MM
Method and Location Individual at Home with Mom (Susie) and Elizabeth
Current Status; Changes since last visit
Mom (Susie) stated: been working with Elizabeth on tummy time and trying to get her to lift her head to look at her toys. - this is not working very well.- she has a new concern about Elizabeth’s head when she is sitting in her carseat.
IFSP Outcomes worked on
Elizabeth will hold her head up to look at her mobile.
Activities with caregiver to address outcomes
Mom showed me what she does with Elizabeth for tummy time. I demonstrated to Mom placing a rolled, small towel under Elizabeth’s chest and arms to help prop her up. Gave Mom the towel so she could try. Mom showed me how Elizabeth is positioned in her car seat. I demonstrated to Mom positioning the same rolled, small towel in the car seat to prevent Elizabeth’s head from leaning to the left. Then Mom practiced rolling it and positioning it while the car seat was in the car.
Child’s Response to intervention/Progress toward outcome addressed
Elizabeth was able to lift her head for a short time and look at her favorite rattle. Mom will continue to practice rolling a small towel and using it for tummy time and positioning in the car seat. We can review videos of implementation at the next visit.
Staff Signature/Title Wilma Ferrell, OTRParent/Caregiver Signature
Susie Jones
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Reassessment> Activity 5.11: Andre’s Reassessment
The learner answers four yes/no questions about Andre’s services with feedback built into the module. It is followed by two examples of new outcomes to be added by the MIW Service Coordinator.
SECTION 6: CASE MANAGEMENT
Review of SC Responsibilities> Activity 6.1: Parent Concerns
The learner determines if the service provider or service coordinator would be best suited to respond in six scenarios. Feedback is built into themodule.
Team Communication> Activity 6.2: Sharing Information
The learner answers three multiple choice questions followed by four multiple choice questions with the ability to select multiple answers (seven questions total). Feedback is built into the module.
Be prepared to talk to staff about how team members share information about children and families at your program. Examples may include calling other team members immediately after or during an appointment, e-mailing the team, or debriefing at the office.
Coordinating Access to Services> Activity 6.3: Community Resources
The learner is directed to become familiar with the resources in their community. Supervisors will need to assist staff in locating the central directory at your program.
Scroll down to the next page to see examples of resources that could be referenced in each section.
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Worksheet for Activity 6.3 – Get to know resources in your community Locate the central directory at your program, or list of community resources. Then identify how you could assist with the following scenarios using resources available in your area.
Family Need/Scenario Resources in your community
A mother of twins is feeling overwhelmed and needs a break
- Respite- could use ECI Respite dollars or other programs
in your community (MHMRs).
o Help by providing family with forms.
- Mother’s Day Out & churches have Parents’ Night Out.
o Provide a list of programs and churches who
provide this service.
- Does the mother want to be put in contact with other
mothers of twins, or kids with special needs?
A family is having issues with transportation around town
- Bus tokens/ passes
o SC go to the bus station and ask for passes.
- Medicaid for medical transportation only
o Provide family with a phone number to contact.
- Church
o Contact churches to see if they offer assistance.
A two year old child needs a wheelchair - In-home and Family Support
- Shriners or United Way
- Lending closet managed by a local vendor
o Provide family with contact information for all
of the above.
- Team members assist with Medicaid/Insurance
paperwork.
A family is having difficulty getting
diapers, food, or formula
- WIC, Food Stamps, TANF, 2-1-1
o Provide family with form.
- Diaper banks, food banks/pantry, churches
o Search for the providers in your community.
- Pediatrician may have samples- co-workers may have
recommendations.
A mother and father are interested in meeting other parents who have children with disabilities
- Parent Companion Website
o Introduce families to this website.
- Connect families to groups in your community.
- ECI family events
o Encourage family attendance at events.
- Texas Parent to Parent
A family needs assistance paying their utility bill
- 2-1-1
o Provide the number and explain the process.
- Utility company
o Family can call company and explain situation.
- In-home and Family Support and churches are other
options.
Making It Work 2014
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Activity 6.4: Challenging Situations
The learner is provided with three scenarios related to the MIW children and are asked to decide what to do in each situation. Once completed, review the worksheet with the staff member. Below are examples of answers.
Worksheet for Activity 6.4 – Case Management Scenarios
Consider the following challenging situations. What would you do?
For Andre:
Imagine you have given Andre’s foster mother the contact information for a foster parent support group twice because she has misplaced it and asked you for it. At your next visit, she tells you she just hasn’t had time to contact them and doesn’t know where she put the information. What would you do if you were the Service Coordinator? Provide the family with the phone number again. Offer to sit with her while she calls, saying something like “I know you have a lot going on right now, is this still a priority for you or would it be better to discuss again at a later time?”
For Elizabeth:
Elizabeth has been acquiring lots of new skills and you think some adjustment may be needed to her services plan. You think some new outcomes may also be needed. You want the Service Coordinator to schedule a meeting to review and change the IFSP.
What type of information would you provide for the Service Coordinator? Why? How would you communicate the information? How would you handle a disagreement if another team member thought the outcomes you suggested are not appropriate? Provide the SC with details on Elizabeth’s progress so everyone has the same knowledge. Communicate the information by phone, e-mail or face to face. Come together as a team, which includes the parent, to determine appropriate outcomes.
For Riley:
The SLP tells you she has missed several appointments with Riley and his mother. She goes on to inform you, the Service Coordinator, of mom’s frequent last minute cancellation of visits as well as her feeling that mom is not following through with the recommendations for Riley. In fact, she says sometimes Riley’s mom does the opposite of what she recommends.
As the Service Coordinator, you review Riley’s record and confirm that mom has canceled the last three SLP visits, however, has not missed any other service delivery sessions. How would you handle this situation? What other information would you obtain and from whom? What other team members would you communicate with? Talk to Mom about her satisfaction with the different services. Does she feel like she is learning strategies to help Riley? Does Riley seem to be making progress? Discuss with other team members how visits are going.
Discuss your ideas with your supervisor.
Making It Work 2014
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SECTION 7: TRANSITION
Activity 7.1: Using “Beyond ECI”
The learner is given four questions to find in the “Beyond ECI” handbook. Feedback is built into the module.
Transition Timelines> Activity 7.2: Timelines
The learner answers one multiple choice question and four drag and drop statements (looks like/doesn’t look like) about transition timelines. Feedback is built into the module.
Transition Timelines> Activity 7.3: Supporting Transition
The learner answers three multiple choice questions related to transition for the MIW children with feedback built into the module.
Individualizing Transition> Activity 7.4: Henry at Mealtime
The learner is directed to describe skills a child will need to be able to participate in mealtime in a child care setting. There should be two examples of motor skills, self-help skills, and communication skills. Examples of possible answers are provided in the module.
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Individualizing Transition> Activity 7:5: Individualizing Transition> For Andre
Worksheet 7.5 contains questions regarding Andre’s educational, health and medical, developmental, and social-emotional needs, as well as the needs of his foster or biological family. The learner is able to review the answer key for this activity. Discuss with staff if there are any questions.
Individualizing Transition> Activity 7:5: Individualizing Transition> For Elizabeth
Worksheet 7.5 also asks for questions to address preparation for Elizabeth’s transition to daycare. Staff members are able to review the answer key for this activity. Discuss with staff if there are any questions.
Individualizing Transition> Transition for Riley> Activity 7.6: Transition Steps for Riley
The learner completes the “Required Additional Steps and Services Specific to My Child and Family” section of the IFSP Transition Steps and Transition Services page for Riley with three items. Below are examples of possible items. Review and discuss answers with staff.
IFSP Transition Steps and Transition Services
Child’s Name Riley Page of
Client ID 123456 Date 3/1/2015
Develop specific steps and services between the ages of 27 and 33 months to support the child and family to effectively transition from early childhood intervention services to activities, places, or programs the family would like the child to participate in after exiting ECI. Use the Guided Transition Discussion questions to identify specific steps and services.
I would like to explore these service options Childcare Private therapy Head Start Parent’s Day Out Home DARS Autism Program Preschool Community centers Early Childhood Special Education services (Part B) Other
I would like to explore these resources Medical Case management programs Dental Medicaid waiver programs Respite care Child development information Advocacy Child and family rights information Assistive technology Parent support groups Counseling DARS Division for Blind Services and Office for Deaf & Hard of
Hearing Services Other
Include more specific information below under Required Additional Steps and Services Specific to My Child and Family
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Steps & Services Responsible Party Timeline Anticipated
Completion Date
Provide to the parent an overview of transition concepts and activities.
Service Coordinator No later than 33 months of age
3/1/2015
Local Educational Agency (LEA) Potentially Eligible for Part B Services
My child’s Service Coordinator has explained the LEA notification process to me. I understand that limited personally identifying information (child’s name & date of birth, parent names, addresses, phone, service coordinator’s name, and language spoken by my child and family) will be sent to the LEA unless I opt out. I understand I can opt out in writing any time up until the scheduled notification date.
ECI Provider
No later than 90 days before the
child’s 3rd birthday
3/1/2015
Check here if the child is Potentially Eligible for Part B Services
If my child is potentially eligible for Part B services:
ECI will notify the LEA that my child is potentially eligible unless I opt out
ECI Provider
No later than 90 days before the
child’s 3rd birthday
3/11/2015
Check here if the parent elects to opt out of LEA notification of potentially eligible for this child. Date:
With parental agreement, ECI will hold a transition conference with an LEA representative, the parent, the service coordinator, and other ECI team members. The conference must include a discussion of options for the time from the child’s third birthday through the remainder of the school year.
IFSP Team
No later than 90 days before the
child’s 3rd birthday
4/1/2015
With parental consent, ECI will provide additional planning information to the LEA.
Service Coordinator
No later than 90 days before the
child’s 3rd birthday
4/1/2015
If available, an ECI representative will attend my child’s admission, review and dismissal (ARD) meeting at my request
IFSP Team By the child’s 3rd
birthday 6/30/2015
Provide me with information, including contact information for other community placement options and resources
Service Coordinator By the child’s 3rd
birthday 6/30/2015
Assist me with meetings and referrals to other community placement options and resources; make referrals with parental consent
Service Coordinator By the child’s 3rd
birthday 6/30/2015
Required Additional Steps and Services Specific to My Child and Family
Responsible Party Timeline Anticipated
Completion Date
Coordinate practice opportunities with the preschool, bus system, and school district to prepare Riley for transitions.
IFSP Team By child’s 3rd
birthday 6/30/2015
Review photo album of Riley’s new classroom and teacher with Riley.
Adelia (Mom) By child’s 3rd
birthday 6/30/2015
Refer Riley to a developmental pediatrician in the area. Service Coordinator By child’s 3rd
birthday 6/30/2015
Provide family with information on parent support groups. Service Coordinator By child’s 3rd
birthday 6/30/2015
Gather and send information about Riley’s services to the school district with family’s consent.
IFSP Team By child’s 3rd
birthday 6/30/2015
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Supervisor Guidelines: EIS Self-Assessment Rate your knowledge on a scale of 1 – 5
5 = Very Knowledgeable (able to teach others); 4 = Knowledgeable; 3 = Some knowledge, occasional questions; 2 = Very basic knowledge, frequent questions; 1 = No knowledge of the topic
*If the supervisor determines the staff’s knowledge in any area is not sufficient to perform his/her requiredtasks, he/she should require the staff person to complete activities listed for that area.
___ Local community resources for families with young children
___ Typical infant and toddler development (birth – 36 months)
___ Using a computer (accessing websites, email, web/email calendars, PowerPoint, Word, PDFs)
___ Knowledge about the Texas ECI Mission, Philosophy and Key Principles
___ IDEA Part C
___ Rules and procedures for the ECI Referral and Initial Contact process
___ Rules and procedures for the ECI Evaluation and Assessment process
___ Rules and procedures for the ECI IFSP process
Rating of 1: EIS completes the Supplementary Activities 1.0 (See EIS IPDP). Rating of 2-5: No further requirements.
Rating of 1 or 2: EIS completes the Supplementary Activities 2.0 (See EIS IPDP). Rating of 3, 4, or 5: No further requirements.
Rating of 1 or 2: EIS completes the Supplementary Activities 3.0 (See EIS IPDP). Rating of 3, 4, or 5: No further requirements.
Rating of 1: EIS completes the Supplementary Activities 4.0 (See EIS IPDP). Rating of 2-5: No further requirements.
Rating of 1-5: All EISs are required to complete the EIS IPDP credentialing module that providesadditional training on the ECI Evaluation and Assessment process. No further requirements.
All EISs are required to complete the EIS IPDP credentialing module that provides additional training on the ECI IFSP process. No further requirements.
Rating of 1: EIS completes the Supplementary Activities 5.0 (See EIS IPDP). Rating of 2-5: No further requirements.
Computer skills are not part of the Making It Work curriculum. Staff who marked this question as a 1 or 2 should be directed to a computer course at your agency or in your community.
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___ Rules and procedures for ECI Service Delivery
___ Rules and procedures for ECI Case Management
___ Rules and procedures for ECI Transition
___ The Battelle Developmental Inventory
___ The Hawaii Early Learning Profile (HELP)
___ Determining Global Child Outcomes ratings
___ Knowledge of family cost share system
*The HELP at Home is a resource for IFSP strategies and procedures for all areas of development. The HELPat Home is available in the ECI Collection if your program does not have a copy.
Rating of 1 or 2: EIS completes the Supplementary Activities 10.0 (See EIS IPDP). Rating of 3, 4, or 5: No further requirements.
All EISs are required to complete the EIS IPDP credentialing module that provides additional training on ECI Service Delivery. Rating of 1 or 2: EIS completes the Supplementary Activities 8.0 (See EIS IPDP). Rating 3, 4, or 5: No further requirements unless the EIS did not demonstrate competence during the
demonstration. If the EIS did not demonstrate competence, he/she must complete theSupplementary Activities 8.0 (See EIS IPDP).
All EISs are required to complete the EIS IPDP credentialing module that provides additional training on the BDI-2. Rating of 1 or 2: EIS completes the Supplementary Activities 10.3 (See EIS IPDP). Rating of 3, 4, or 5: No further requirements.
Rating of 1 or 2: Supervisor determines if additional training is required. If so, EIS completes theSupplementary Activities 9.0 (See EIS IPDP).
Rating of 3, 4, or 5: No further requirements.
All EISs are required to complete the EIS IPDP credentialing module that requires completion of the Help with the HELP module. No further requirements.
All EISs are required to complete the EIS IPDP credentialing module that requires completion of the Global Child Outcomes ratings module. No further requirements.
Rating of 1: EIS completes the Supplementary Activities 12.0 (See EIS IPDP). Rating of 2-5: No further requirements.
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___ Strategies to address speech development during daily activities
___ Strategies to address motor development during daily activities
___ Strategies to address cognitive development during daily activities
___ Strategies to address social-emotional development during daily activities
Rating of 1 or 2: EIS completes the following activities on language development (SA 12.1):1) EIS reviews the ASHA speech and language developmental milestones from birth to age three and
the “What can I do to Help” topics for each section:http://www.asha.org/public/speech/development/chart.htm
2) EIS picks a Help at Home topic for language development for a child in each age group listed:birth – 6 months, 7 – 12 months, 13 – 18 months, 19 – 24 months, 25 – 30 months, and 31 – 36months. EIS explains the strategies/procedures to his/her supervisor as if explaining it to an ECIfamily. The explanation should include why he/she is suggesting a strategy for this child.
Rating 3, 4, or 5: No further requirements.
Rating of 1 or 2: EIS completes the following activities on motor development (SA 12.2):1) EIS reviews gross motor milestones and the “Parenting Tips” for each age group from birth to age
three: http://www.earlyinterventionsupport.com/development/grossmotor/default.aspx2) EIS reviews the fine motor milestones and the “Parenting Tips” for each age group from birth to
age three: http://www.earlyinterventionsupport.com/development/finemotor/default.aspx3) EIS picks a Help at Home topic for either fine or gross motor for a child in each age group listed:
birth – 6 months, 7 – 12 months, 13 – 18 months, 19 – 24 months, 25 – 30 months, and 31 – 36months. EIS explains the strategies/procedures to his/her supervisor as if explaining it to an ECIfamily. The explanation should include why he/she is suggesting a strategy for this child.
Rating 3, 4, or 5: No further requirements.
Rating of 1 or 2: EIS completes the following activities on cognitive development (SA 12.3):1) EIS reviews cognitive milestones and the “Parenting Tips” for each age group from birth to age
three and the cognitive development “Red Flags”:http://www.earlyinterventionsupport.com/development/cognitive/default.aspx
2) EIS picks a Help at Home topic for a cognitive skill for a child in each age group listed: birth – 6months, 7 – 12 months, 13 – 18 months, 19 – 24 months, 25 – 30 months, and 31 – 36 months.EIS explains the strategies/procedures to his/her supervisor as if explaining it to an ECI family.The explanation should include why he/she is suggesting a strategy for this child.
Rating 3, 4, or 5: No further requirements.
Rating of 1 or 2: EIS completes the following activities on social/emotional development (SA 12.4):1) EIS reviews the social emotional milestones from birth to age three:
http://www.pbs.org/wholechild/abc/social.html2) EIS picks a Help at Home topic for a social emotional skill for a child in each age group listed: birth
– 6 months, 7 – 12 months, 13 – 18 months, 19 – 24 months, 25 – 30 months, and 31 – 36months. EIS explains the strategies/procedures to his/her supervisor as if explaining it to an ECIfamily. The explanation should include why he/she is suggesting a strategy for this child.
Rating 3, 4, or 5: No further requirements.
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___ Strategies to address adaptive/self-help skills development during daily activities
___ Establishing and building rapport with families
These next questions do not have mandatory trainings assigned to them. Depending on the staff person’s answers, supervisors may assign the suggested supplementary activities, assign program specific training, or assign another staff person to mentor him/her on that topic. The answers to these questions will give you good insight to the new staff member, may indicate areas of strengths and areas for improvement, and will provide topics of discussion during supervision and reflective meetings.
Rate yourself on a scale of 1 – 5 5 = Almost always true; 4 = Frequently true; 3 = Sometimes true; 2 = Seldom true; 1= Never true
___ People would say I am an organized person If rating is 1 or 2, ask staff “What organizational strategies do you use?” Will the organizational tools the staff person says he/she uses work in your program? Does his/her answer indicate that he/she will need more guidance and/or mentoring about effective organizational tools? Supervisors may choose to assign supplementary activities for this topic based on his/her answer even if the staff person rated himself/herself a 3-5 on this question.
Suggested supplementary activity: Supplementary Activities 14.0 (See EIS IPDP).
___ I manage my time effectively & meet deadlines If rating is 1 or 2, ask staff what strategies he/she uses to meet timelines and manage his/her time effectively. Will the time management tools the staff person says he/she uses work in your program? Does his/her answer indicate he/she will need more guidance and/or mentoring about effective time management tools? Supervisors may choose to assign supplementary activities for this topic based on his/her answer even if the staff person rated himself/herself a 3-5 on this question.
Suggested supplementary activity: Supplementary Activities 14.0 (See EIS IPDP).
Rating of 1 or 2: EIS completes the following activities on adaptive skills development (SA 12.5):1) EIS reviews feeding milestones and the “Parenting Tips” for each age group from birth to age three
and the feeding “Red Flags”:http://www.earlyinterventionsupport.com/development/feeding/default.aspx
2) EIS picks a Help at Home topic for a self-help or adaptive skill for a child in each age group listed:birth – 6 months, 7 – 12 months, 13 – 18 months, 19 – 24 months, 25 – 30 months, and 31 – 36months. EIS explains the strategies/procedures to his/her supervisor as if explaining it to an ECIfamily. The explanation should include why he/she is suggesting a strategy for this child.
Rating 3, 4, or 5: No further requirements.
Rating of 1 or 2: EIS completes the Supplementary Activities 13.0 (See EIS IPDP). Rating 3, 4, or 5: No further requirements.
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___ I manage conflict effectively If rating is 1 or 2, ask staff to give examples of conflict he/she has experienced at work or while working on a team for a school project and how he/she handled it. Will the conflict resolution strategies the staff person used work in your program? Does his/her answer indicate he/she will need more guidance and/or mentoring about conflict resolution strategies? Supervisors may choose to assign supplementary activities for this topic based on his/her answer even if the staff person rated himself/herself a 3-5 on this question.
Suggested supplementary activity: Supplementary Activities 15.0 (See EIS IPDP).
___ I know when to ask for help Be aware of this question and the staff person’s answer when interacting with this staff person and when observing the staff person interacting with families and coworkers. The staff person’s answers to the video scenario questions might also provide input on how comfortable he/she feels asking for help. The staff person may have rated himself/herself a 3-5, but your observations may indicate that this is not accurate. Supervisors may choose to assign supplementary activities for this topic after observations.
Suggested supplementary activity: Supplementary Activities 16.0 (See EIS IPDP).
___ I am flexible with people Be aware of this question and the staff person’s answer when interacting with this staff person and when observing the staff person interacting with families and coworkers. The staff person may have rated himself/herself a 3-5, but your observations may indicate that this is not accurate. Supervisors may choose to assign supplementary activities for this topic after observations.
Suggested supplementary activity: Supplementary Activities 14.0 (See EIS IPDP).
___ I am willing to ask for help Be aware of this question and the staff person’s answer when interacting with this staff person and when observing the staff person interacting with families and coworkers. The staff person’s answers to the video scenario questions might also provide input on how comfortable he/she feels asking for help. The staff person may have rated himself/herself a 3-5, but your observations may indicate that this is not accurate. Supervisors may choose to assign supplementary activities for this topic after observations.
Suggested supplementary activity: Supplementary Activities 16.0 (See EIS IPDP).
___ People would say that I am respectful to others Be aware of this question and the staff person’s answer when reviewing the answers in the scenario section and the short answer/essay section, and when observing the staff person interacting with families and coworkers. Did the staff person’s answers on the self-assessment and his/her actions show that he/she is respectful of others, including being respectful of different cultures and beliefs? Supervisors may choose to assign supplementary activities for this topic after reviewing the assessment and/or after observations even if the staff person rated himself/herself 3-5.
Suggested supplementary activity: Cultural Competence Training
___ I am a good communicator Be aware of this question and the staff person’s answer when reviewing this entire document, when interacting with this staff person and when observing the staff person interacting with families and coworkers. The staff person may have rated himself/herself a 3-5, but your observations may indicate that this is not accurate. Supervisors may choose to assign supplementary activities for this topic after observations.
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Suggested supplementary activities: Supplementary Activities 19.0 (See EIS IPDP).
___ I work well with people
Be aware of this question and the staff person’s answer when reviewing answers in the scenario section and the short answer/essay section, and when observing the staff person interacting with families and coworkers. Did the staff person’s answers on the self-assessment and his/her actions show he/she is able to get along with others? Supervisors may choose to assign supplementary activities for this topic after reviewing the assessment and/or after observations even if the staff person rated himself/herself 3-5.
Suggested supplementary activity: Supplementary Activities 19.0 (See EIS IPDP).
___ I work well in teams Be aware of this question and the staff person’s answer when reviewing answers in the scenario section and when observing the staff person interacting with families and coworkers. Did the staff person’s answers on the self-assessment match his/her actions when working on a team? Supervisors may choose to assign supplementary activities for this topic after reviewing the assessment and/or after observations even if the staff person rated himself/herself 3-5.
Suggested supplementary activity: Supplementary Activities 20.0 (See EIS IPDP).
___ I maintain appropriate professional boundaries Be aware of this question and the staff person’s answer when reviewing answers to scenario 1 and 3 and when observing the staff person interacting with families. Did the staff person’s answers on the self-assessment and his/her actions show he/she is able to maintain professional boundaries? During your observations, does the staff member “overshare” personal information? Does the staff person say things that indicate he/she feels personally responsible to meet the families’ needs? Supervisors may choose to assign supplementary activities for this topic after reviewing the assessment and/or after observations even if the staff person rated himself/herself 3-5.
Suggested supplementary activity: Supplementary Activities 21.0 (See EIS IPDP).
___ I can adjust to unexpected circumstances Be aware of this question and the staff person’s answer when interacting with this staff person and when observing the staff person interacting with families and coworkers. The staff person may have rated himself/herself a 3-5, but your observations may indicate that this is not accurate. Supervisors may choose to assign supplementary activities for this topic after observations.
Suggested supplementary activity: Supplementary Activities 17.0 (See EIS IPDP).
___ I am comfortable with change For a rating of 1 or 2, have the staff member tell you about a major work or school related change in his/her life. How did he/she respond to the change? What strategies did he/she use to respond to this change? Be aware of this question and the staff person’s answer when interacting with this staff person and when observing the staff person interacting with families and coworkers. The staff person may have rated himself/herself a 3-5, but your observations may indicate that this is not accurate. Supervisors may choose to assign supplementary activities for this topic after observations.
Suggested supplementary activity: Supplementary Activities 17.0 (See EIS IPDP).
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Video Scenarios Please watch the 3 video scenarios and respond to the questions following the scenarios. First Visit Scenario Description: The ECI provider is working with a new family but they seem reluctant about ECI services.
How are you feeling and/or what are you thinking? The staff person might indicate that he/she is feeling frustrated. Red flags that might indicate a need for further discussion about this scenario during reflective supervision meetings are any indications the staff person:
- is “bullying” the parent,- would overstep his/her professional boundaries in order to get the family to agree to ECI services,- is apathetic about whether or not the family enrolls in or stays enrolled in ECI.
How would you respond to the parent? Does the staff person’s answer follow your programs policies and procedures? The staff person might indicate that they would try to find out why the family was reluctant to participant in ECI. The staff person might indicate that they would provide more information to the family about ECI and how ECI provides services. The staff person might indicate that they would support the family and not rush the family in making a decision.
What are the most important steps in assisting this family? The staff person should indicate that he/she would provide enough information about ECI services so the family can make an informed decision. The staff member should also indicate that he/she will support the family as they make their decision.
What is the first thing you would do after leaving the visit? The staff person might indicate that he/she would first try to find out why the family is reluctant about ECI services.
Who might you ask for help? IFSP team members, mentor, supervisor Suggested supplementary activity: Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no1.pdf Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no2.pdf Read: AOTA: Side By Side: Transdisciplinary Early Intervention in Natural Environments Read: APTA: Natural Environments in Early Intervention Services Read: ASHA Leader: Providing Early Intervention Services In Natural Environments Read: Guidelines for Good Relationships
Changing Services Scenario
Description: You are the service provider who has been providing services for this child for approximately 5 months. Things seem to be progressing well, but during a regularly scheduled visit Mom suddenly says she wants another type of service provider to come regularly to work directly with her child. Mom thinks child is more delayed than team and wants this therapy to “fix” the child.
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How are you feeling and/or what are you thinking? The staff person may indicate that he/she is feeling frustrated, surprised or confused. Red flags that might indicate a need for further discussion about this scenario during reflective supervision meetings: feelings of anger towards the family, feelings that the family betrayed the staff person, feelings of inadequacy, and/or feelings of failure.
How would you respond to the parent? Does the staff person’s answer follow your programs policies and procedures? The staff person should indicate he/she:
- supports the family,- understands changing services is an IFSP team decision, not just the family’s decision,- understand an IFSP team meeting should be called to discuss the family’s request.
What are the most important steps in assisting this family? The staff person should indicate he/she would support the family and convene an IFSP team meeting.
What is the first thing you would do after leaving the visit? The staff person should indicate he/she would call an IFSP team meeting.
Who might you ask for help? IFSP team members, mentor, supervisor
Suggested supplementary activity: Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no1.pdf Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no2.pdf Read: AOTA: Side By Side: Transdisciplinary Early Intervention in Natural Environments Read: APTA: Natural Environments in Early Intervention Services Read: ASHA Leader: Providing Early Intervention Services In Natural Environments
Lack of Progress Scenario
Description: The ECI provider is working with a family and has established rapport but the child is not making progress.
How are you feeling and/or what are you thinking? The staff person might indicate that he/she is feeling overwhelmed or confused. Red flags that might indicate a need for further discussion about this scenario during reflective supervision meetings: feelings of inadequacy or failure, or feeling apathetic about the child not making progress.
How would you respond to the parent? Does the staff person’s answer follow your programs policies and procedures? The staff person should indicate that he/she would:
- have a discussion with the parent about the lack of progress,- discuss trying different strategies with the parent,- suggest to the parent that the IFSP team should meet to discuss the lack of progress.
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What are the most important steps in assisting this family? There are many steps (see above) that could be done to assist the family. The most important step is to acknowledge there is an issue.
What is the first thing you would do after leaving the visit? The staff member should indicate he/she would talk to the family about his/her observations and the concerns.
Who might you ask for help? Team members, mentor, supervisor
Suggested supplementary activity: Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no1.pdf Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no2.pdf Read: AOTA: Side By Side: Transdisciplinary Early Intervention in Natural Environments Read: APTA: Natural Environments in Early Intervention Services Read: ASHA Leader: Providing Early Intervention Services In Natural Environments
Short Answer/Essay Questions
1) You arrive at a planned home visit and the child is asleep. What would you do and what options do you seefor your visit?
Does the staff person’s answer follow your programs policies and procedures? Are the suggested options reasonable? Does the staff person’s answer reflect the staff person’s ability to balance the requirement of providing the planned services and the family’s need to potentially make a schedule change?
Suggested supplementary activity: Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no1.pdf Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no2.pdf
2) How will you involve families in a home visit? Describe three scenarios of family involvement at differentlevels.
The staff person’s answer should include strategies for: - building rapport,- addressing the family’s individual learning style,- involving families at different levels.
Suggested supplementary activity: Supplementary Activities 8.0 (See EIS IPDP).
3) What would you do if you knew a co-worker was not keeping appointments?The staff person’s answer should reflect how the staff person would address this with the coworker. Theanswer should also reflect how the staff member would inform the supervisor of this concern.
Suggested supplementary activity: Supplementary Activities 21.0 (See EIS IPDP).
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Supervisor Guidelines: SC Self-Assessment
Rate your knowledge on a scale of 1 – 5 5 = Very Knowledgeable (able to teach others); 4 = Knowledgeable; 3 = Some knowledge, occasional
questions; 2 = Very basic knowledge, frequent questions; 1 = No knowledge of the topic *If the supervisor determines the staff’s knowledge in any area is not sufficient to perform his/her requiredtasks, he/she should require the staff person to complete activities listed for that area.
___ Local community resources for families with young children
___ Typical infant and toddler development (birth – 36 months)
___ Using a computer (accessing websites, email, web/email calendars, PowerPoint, Word, PDFs)
___ Knowledge about the Texas ECI Mission, Philosophy and Key Principles
___ IDEA Part C
___ Rules and procedures for the ECI Referral and Initial Contact process
Rating of 1 or 2: Service Coordinator completes the Supplementary Activities 1.0 (See ServiceCoordinator IPDP).
Rating of 3-5: No further requirements.
Rating of 1 or 2: Service Coordinator completes the Supplementary Activities 2.0 (See ServiceCoordinator IPDP).
Rating of 3, 4, or 5: No further requirements.
Rating of 1 or 2: Service Coordinator completes the Supplementary Activities 3.0 (See ServiceCoordinator IPDP).
Rating of 3, 4, or 5: No further requirements.
Rating of 1 or 2: Service Coordinator completes the Supplementary Activities 4.0 (See ServiceCoordinator IPDP).
Rating of 3-5: No further requirements.
Rating of 1 or 2: Service Coordinator completes the Supplementary Activities 5.0 (See ServiceCoordinator IPDP).
Rating of 3-5: No further requirements.
Computer skills are not part of the Orientation to ECI curriculum. Staff who marked this question as a 1 or 2 should be directed to a computer course at your agency or in your community.
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___ Rules and procedures for the ECI Evaluation and Assessment process
___ Rules and procedures for the ECI IFSP process
___ Rules and procedures for ECI Service Delivery
___ Rules and procedures for ECI Case Management
___ Rules and procedures for ECI Transition
___ The Battelle Developmental Inventory
___ The Hawaii Early Learning Profile (HELP)
___ Determining Global Child Outcomes ratings
Rating of 1 or 2: Service Coordinator completes the Supplementary Activities 6.0 (See ServiceCoordinator IPDP).
Rating 3-5: No further requirements.
Rating of 1 or 2: Service Coordinator completes the Supplementary Activities 7.0 (See ServiceCoordinator IPDP).
Rating 3-5: No further requirements.
Rating of 1 or 2: Service Coordinator completes the Supplementary Activities 10.0 (See ServiceCoordinator IPDP).
Rating of 3-5: No further requirements.
Rating of 3, 4, or 5: No further requirements.
Rating of 1 or 2: Service Coordinator completes the Supplementary Activities 8.0 (See ServiceCoordinator IPDP).
Rating 3-5: No further requirements.
Rating of 1-5: No further requirements.
Rating of 1 or 2: Service Coordinator completes the Supplementary Activities 9.0 (See ServiceCoordinator IPDP).
Rating of 3-5: No further requirements.
Rating of 1-5: No further requirements.
Rating of 1 or 2: Service Coordinator completes the Supplementary Activities 11.0 (See ServiceCoordinator IPDP).
Rating of 3-5: No further requirements.
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___ Knowledge of family cost share system
___ Strategies to address speech development during daily activities
___ Strategies to address motor development during daily activities
___ Strategies to address cognitive development during daily activities
___ Strategies to address social-emotional development during daily activities
___ Strategies to address adaptive/self-help skills development during daily activities
___ Establishing and building rapport with families
Rating of 1-5: No further requirements.
Rating of 1-5: No further requirements.
Rating of 1-5: No further requirements..
Rating of 1-5: No further requirements.
Rating of 1-5: No further requirements.
Rating of 1 or 2: Service Coordinator completes the Supplementary Activities 13.0 (See ServiceCoordinator IPDP).
Rating of 3-5: No further requirements.
Rating of 1 or 2: Service Coordinator completes the Supplementary Activities 12.0 (See ServiceCoordinator IPDP).
Rating of 3-5: No further requirements.
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These next questions do not have mandatory trainings assigned to them. Depending on the staff person’s answers, supervisors may assign the suggested supplementary activities, assign program specific training, or assign another staff person to mentor him/her on that topic. The answers to these questions will give you good insight to the new staff member, may indicate areas of strengths and areas for improvement, and will provide topics of discussion during supervision and reflective meetings.
Rate yourself on a scale of 1 – 5 5 = Almost always true; 4 = Frequently true; 3 = Sometimes true; 2 = Seldom true; 1= Never true
___ People would say I am an organized person If rating is 1 or 2, ask staff “What organizational strategies do you use?” Will the organizational tools the staff person says he/she uses work in your program? Does his/her answer indicate that he/she will need more guidance and/or mentoring about effective organizational tools? Supervisors may choose to assign supplementary activities for this topic based on his/her answer even if the staff person rated himself/herself a 3-5 on this question.
Suggested supplementary activity: Supplementary Activities 14.0 (See Service Coordinator IPDP).
___ I manage my time effectively & meet deadlines If rating is 1 or 2, ask staff what strategies he/she uses to meet timelines and manage his/her time effectively. Will the time management tools the staff person says he/she uses work in your program? Does his/her answer indicate he/she will need more guidance and/or mentoring about effective time management tools? Supervisors may choose to assign supplementary activities for this topic based on his/her answer even if the staff person rated himself/herself a 3-5 on this question.
Suggested supplementary activity: Supplementary Activities 14.0 (See Service Coordinator IPDP).
___ I manage conflict effectively If rating is 1 or 2, ask staff to give examples of conflict he/she has experienced at work or while working on a team for a school project and how he/she handled it. Will the conflict resolution strategies the staff person used work in your program? Does his/her answer indicate he/she will need more guidance and/or mentoring about conflict resolution strategies? Supervisors may choose to assign supplementary activities for this topic based on his/her answer even if the staff person rated himself/herself a 3-5 on this question.
Suggested supplementary activity: Supplementary Activities 15.0 (See Service Coordinator IPDP).
___ I know when to ask for help Be aware of this question and the staff person’s answer when interacting with this staff person and when observing the staff person interacting with families and coworkers. The staff person’s answers to the video scenario questions might also provide input on how comfortable he/she feels asking for help. The staff person may have rated himself/herself a 3-5, but your observations may indicate that this is not accurate. Supervisors may choose to assign supplementary activities for this topic after observation of staff.
Suggested supplementary activity: Supplementary Activities 16.0 (See Service Coordinator IPDP).
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___ I am flexible with people Be aware of this question and the staff person’s answer when interacting with this staff person and when observing the staff person interacting with families and coworkers. The staff person may have rated himself/herself a 3-5, but your observations may indicate that this is not accurate. Supervisors may choose to assign supplementary activities for this topic after observation of staff.
Suggested supplementary activity: Supplementary Activities 17.0 (See Service Coordinator IPDP).
___ I am willing to ask for help Be aware of this question and the staff person’s answer when interacting with this staff person and when observing the staff person interacting with families and coworkers. The staff person’s answers to the video scenario questions might also provide input on how comfortable he/she feels asking for help. The staff person may have rated himself/herself a 3-5, but your observations may indicate that this is not accurate. Supervisors may choose to assign supplementary activities for this topic after observation of staff.
Suggested supplementary activity: Supplementary Activities 16.0 (See Service Coordinator IPDP).
___ People would say that I am respectful to others Be aware of this question and the staff person’s answer when reviewing the answers in the scenario section and the short answer/essay section, and when observing the staff person interacting with families and coworkers. Did the staff person’s answers on the self-assessment and his/her actions show he/she is respectful of others, including being respectful of different cultures and beliefs? Supervisors may choose to assign supplementary activities for this topic after reviewing the assessment and/or after the observations even if the staff person rated himself/herself a 3-5.
Suggested supplementary activity: Supplementary Activities 18.0 (See Service Coordinator IPDP).
___ I am a good communicator Be aware of this question and the staff person’s answer when reviewing this entire document, when interacting with this staff person, and when observing the staff person interacting with families and coworkers. The staff person may have rated himself/herself a 3-5, but your observations may indicate that this is not accurate. Supervisors may choose to assign supplementary activities for this topic after observation of staff.
Suggested supplementary activities: Supplementary Activities 19.0 (See Service Coordinator IPDP).
___ I work well with people Be aware of this question and the staff person’s answer when reviewing his/her answers in the scenario section and the short answer/essay section, and when observing the staff person interacting with families and coworkers. Did the staff person’s answers on the self-assessment and his/her actions show he/she is able to get along with others? Supervisors may choose to assign supplementary activities for this topic after reviewing the assessment and/or after the observations even if the staff person rated himself/herself a 3-5.
Suggested supplementary activity: Supplementary Activities 20.0 (See Service Coordinator IPDP).
___ I work well in teams Be aware of this question and the staff person’s answer when reviewing his/her answers in the scenario section and when observing the staff person interacting with families and coworkers. Did the staff person’s answers on the self-assessment match his/her actions when working on a team? Supervisors may choose to assign supplementary activities for this topic after reviewing the assessment and/or after the observations even if the staff person rated himself/herself a 3-5.
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Suggested supplementary activity: Supplementary Activities 20.0 (See Service Coordinator IPDP).
___ I maintain appropriate professional boundaries Be aware of this question and the staff person’s answer when reviewing answers to scenario 1 and 3 and when observing the staff person interacting with families. Did the staff person’s answers on the self-assessment and his/her actions show that he/she is able to maintain professional boundaries? During your observations, does the staff member “overshare” personal information? Does the staff person say things that indicate he/she feels personally responsible to meet the families’ needs? Supervisors may choose to assign supplementary activities for this topic after reviewing the assessment and/or after the observations even if the staff person rated himself/herself a 3-5.
Suggested supplementary activity: Supplementary Activities 21.0 (See Service Coordinator IPDP).
___ I can adjust to unexpected circumstances Be aware of this question and the staff person’s answer when interacting with this staff person and when observing the staff person interacting with families and coworkers. The staff person may have rated himself/herself a 3-5, but your observations may indicate that this is not accurate. Supervisors may choose to assign supplementary activities for this topic after observation of staff.
Suggested supplementary activity: Supplementary Activities 17.0 (See Service Coordinator IPDP).
___ I am comfortable with change For a rating of 1 or 2, have the staff member tell you about a major work or school related change in his/her life. How did he/she respond to the change? What strategies did he/she use to respond to this change? Be aware of this question and the staff person’s answer when interacting with this staff person and when observing the staff person interacting with families and coworkers. The staff person may have rated himself/herself a 3-5, but your observations may indicate that this is not accurate. Supervisors may choose to assign supplementary activities for this topic after observation of staff.
Suggested supplementary activity: Supplementary Activities 17.0 (See Service Coordinator IPDP).
Video Scenarios Please watch the 3 video scenarios and respond to the questions following the scenarios. First Visit Scenario Description: The ECI provider is working with a new family but they seem reluctant about ECI services.
How are you feeling and/or what are you thinking? The staff person might indicate that he/she is feeling frustrated. Red flags that might indicate a need for further discussion about this scenario during reflective supervision meetings are any indications the staff person:
- is “bullying” the parent,- would overstep his/her professional boundaries in order to get the family to agree to ECI services,- is apathetic about whether or not the family enrolls in or stays enrolled in ECI.
How would you respond to the parent? Does the staff person’s answer follow your programs policies and procedures? The staff person might indicate he/she would:
- try to find out why the family was reluctant to participant in ECI,
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- provide more information to the family about ECI and how ECI provides services,- support the family and not rush the family in making a decision.
What are the most important steps in assisting this family? The staff person should indicate that he/she would provide enough information about ECI services so the family can make an informed decision. The staff member should also indicate that he/she will support the family as they make their decision.
What is the first thing you would do after leaving the visit? The staff person might indicate he/she would first try to find out why the family is reluctant about ECI services.
Who might you ask for help? IFSP team members, mentor, supervisor
Suggested supplementary activity: Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no1.pdf Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no2.pdf Read: AOTA: Side By Side: Transdisciplinary Early Intervention in Natural Environments Read: APTA: Natural Environments in Early Intervention Services Read: ASHA Leader: Providing Early Intervention Services In Natural Environments Read: Guidelines for Good Relationships
Changing Services Scenario
Description: You are the service provider who has been providing services for this child for approximately 5 months. Things seem to be progressing well, but during a regularly scheduled visit Mom suddenly says she wants another type of service provider to come regularly to work directly with her child. Mom thinks child is more delayed than team and wants this therapy to “fix” the child.
How are you feeling and/or what are you thinking? The staff person may indicate he/she is feeling frustrated, surprised or confused. Red flags that might indicate a need for further discussion about this scenario during reflective supervision meetings: feelings of anger towards the family, feelings that the family betrayed the staff person, feelings of inadequacy, and/or feelings of failure.
How would you respond to the parent? Does the staff person’s answer follow your programs policies and procedures? The staff person should indicate he/she:
- supports the family,- understands changing services is an IFSP team decision, not just the family’s decision,- understand an IFSP team meeting should be called to discuss the family’s request.
What are the most important steps in assisting this family? The staff person should indicate he/she would support the family and convene an IFSP team meeting.
What is the first thing you would do after leaving the visit? The staff person should indicate he/she would call an IFSP team meeting.
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Who might you ask for help? IFSP team members, mentor, supervisor
Suggested supplementary activity: Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no1.pdf Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no2.pdf Read: AOTA: Side By Side: Transdisciplinary Early Intervention in Natural Environments Read: APTA: Natural Environments in Early Intervention Services Read: ASHA Leader: Providing Early Intervention Services In Natural Environments
Lack of Progress Scenario
Description: The ECI provider is working with a family and has established rapport but the child is not making progress.
How are you feeling and/or what are you thinking? The staff person might indicate he/she is feeling overwhelmed or confused. Red flags that might indicate a need for further discussion about this scenario during reflective supervision meetings: feelings of inadequacy or failure, or feeling apathetic about the child not making progress.
How would you respond to the parent? Does the staff person’s answer follow your programs policies and procedures? The staff person should indicate that he/she would:
- have a discussion with the parent about the lack of progress,- discuss trying different strategies with the parent,- suggest to the parent that the IFSP team should meet to discuss the lack of progress.
What are the most important steps in assisting this family? There are many steps (see above) that could be done to assist the family. The most important step is to acknowledge there is an issue.
What is the first thing you would do after leaving the visit? The staff member should indicate he/she would talk to the family about his/her observations and the concerns.
Who might you ask for help? Team members, mentor, supervisor
Suggested supplementary activity: Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no1.pdf Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no2.pdf Read: AOTA: Side By Side: Transdisciplinary Early Intervention in Natural Environments Read: APTA: Natural Environments in Early Intervention Services Read: ASHA Leader: Providing Early Intervention Services In Natural Environments
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Short Answer/Essay Questions
1) You arrive at a planned home visit and the child is asleep. What would you do and what options do you seefor your visit?
Does the staff person’s answer follow your programs policies and procedures? Are the suggested options reasonable? Does the staff person’s answer reflect the staff person’s ability to balance the requirement of providing the planned services and the family’s need to potentially make a schedule change?
Suggested supplementary activity: Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no1.pdf Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no2.pdf
2) How will you involve families in a home visit? Describe three scenarios of family involvement at differentlevels.
The staff person’s answer should include strategies for: - building rapport,- addressing the family’s individual learning style,- involving families at different levels.
Suggested supplementary activity: Supplementary Activities 8.0 (See Service Coordinator IPDP).
3) What would you do if you knew a co-worker was not keeping appointments?
The staff person’s answer should reflect how the staff person would address this with the coworker. The answer should also reflect how the staff member would inform the supervisor of this concern.
Suggested supplementary activity: Supplementary Activities 21.0 (See Service Coordinator IPDP).
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Supervisor Guidelines: Other Service Provider Self-Assessment Rate your knowledge on a scale of 1 – 5
5 = Very Knowledgeable (able to teach others); 4 = Knowledgeable; 3 = Some knowledge, occasional questions; 2 = Very basic knowledge, frequent questions; 1 = No knowledge of the topic
*If the supervisor determines the staff’s knowledge in any area is not sufficient to perform his/her requiredtasks, he/she should require the staff person to complete activities listed for that area.
___ Local community resources for families with young children
___ Typical infant and toddler development (birth – 36 months)
___ Using a computer (accessing websites, email, web/email calendars, PowerPoint, Word, PDFs)
___ Knowledge about the Texas ECI Mission, Philosophy and Key Principles
___ IDEA Part C
___ Rules and procedures for the ECI Referral and Initial Contact process
___ Rules and procedures for the ECI Evaluation and Assessment process
___ Rules and procedures for the ECI IFSP process
Rating of 1: Complete the Supplementary Activities 1.0 (See LPHA and Other Staff IPDP). Rating of 2-5: No further requirements.
Rating of 1 or 2: Complete the Supplementary Activities 2.0 (See LPHA and Other Staff IPDP). Rating of 3, 4, or 5: No further requirements.
Rating of 1 or 2: Complete the Supplementary Activities 3.0 (See LPHA and Other Staff IPDP). Rating of 3, 4, or 5: No further requirements.
Rating of 1: Complete the Supplementary Activities 4.0 (See LPHA and Other Staff IPDP). Rating of 2-5: No further requirements.
Rating of 1 or 2: Complete the Supplementary Activities 6.0 (See LPHA and Other Staff IPDP). Rating 3-5: No further requirements.
Rating of 1 or 2: Complete the Supplementary Activities 7.0 (See LPHA and Other Staff IPDP). Rating 3-5: No further requirements.
Rating of 1: Complete the Supplementary Activities 5.0 (See LPHA and Other Staff IPDP). Rating of 2-5: No further requirements.
Computer skills are not part of the Making It Work curriculum. Staff who marked this question as a 1 or 2 should be directed to a computer course at your agency or in your community.
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___ Rules and procedures for ECI Service Delivery
___ Rules and procedures for ECI Case Management
___ Rules and procedures for ECI Transition
___ The Battelle Developmental Inventory
___ The Hawaii Early Learning Profile (HELP)
___ Determining Global Child Outcomes ratings
___ Knowledge of family cost share system
*The HELP at Home is a resource for IFSP strategies and procedures for all areas of development. The HELPat Home is available in the ECI Collection if your program does not have a copy.
___ Strategies to address speech development during daily activities
Rating of 1 or 2: Complete the Supplementary Activities 10.0 (See LPHA and Other Staff IPDP). Rating of 3, 4, or 5: No further requirements.
Rating of 1 or 2: Complete the Supplementary Activities 8.0 (See LPHA and Other Staff IPDP). Rating 3-5: No further requirements unless the provider did not demonstrate competence during the
demonstration. If the provider did not demonstrate competence, he/she must complete theSupplementary Activities 8.0 (See LPHA and Other Staff IPDP).
Rating of 1 or 2: Complete the Supplementary Activities 10.1 (See LPHA and Other Staff IPDP). Rating of 3, 4, or 5: No further requirements.
Rating of 1 or 2: Supervisor determines if additional training is required. If so, provider completes theSupplementary Activities 9.0 (See LPHA and Other Staff IPDP).
Rating of 3, 4, or 5: No further requirements.
Rating of 1 or 2: Complete the Supplementary Activities 10.2 (See LPHA and Other Staff IPDP). Rating of 3, 4, or 5: No further requirements.
Rating of 1 or 2: Complete the Supplementary Activities 11.0 (See LPHA and Other Staff IPDP). Rating of 3, 4, or 5: No further requirements.
Rating of 1: Complete the Supplementary Activities 12.0 (See LPHA and Other Staff IPDP). Rating of 2-5: No further requirements.
Rating of 1 or 2: Complete the Supplementary Activities 12.1 (See LPHA and Other Staff IPDP). Rating 3, 4, or 5: No further requirements.
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___ Strategies to address motor development during daily activities
___ Strategies to address cognitive development during daily activities
___ Strategies to address social-emotional development during daily activities
___ Strategies to address adaptive/self-help skills development during daily activities
___ Establishing and building rapport with families
These next questions do not have mandatory trainings assigned to them. Depending on the staff person’s answers, supervisors may assign the suggested supplementary activities, assign program specific training, or assign another staff person to mentor him/her on that topic. The answers to these questions will give you good insight to the new staff member, may indicate areas of strengths and areas for improvement, and will provide topics of discussion during supervision and reflective meetings.
Rate yourself on a scale of 1 – 5 5 = Almost always true; 4 = Frequently true; 3 = Sometimes true; 2 = Seldom true; 1= Never true
___ People would say I am an organized person If rating is 1 or 2, ask staff “What organizational strategies do you use?” Will the organizational tools the staff person says he/she uses work in your program? Does his/her answer indicate that he/she will need more guidance and/or mentoring about effective organizational tools? Supervisors may choose to assign supplementary activities for this topic based on his/her answer even if the staff person rated himself/herself a 3-5 on this question.
Suggested supplementary activity: Supplementary Activities 14.0 (See LPHA and Other Staff IPDP).
Rating of 1 or 2: Complete the Supplementary Activities 12.2 (See LPHA and Other Staff IPDP). Rating 3, 4, or 5: No further requirements.
Rating of 1 or 2: Complete the Supplementary Activities 12.3 (See LPHA and Other Staff IPDP). Rating 3, 4, or 5: No further requirements.
Rating of 1 or 2: Complete the Supplementary Activities 12.5 (See LPHA and Other Staff IPDP). Rating 3, 4, or 5: No further requirements.
Rating of 1 or 2: Complete the Supplementary Activities 13.0 (See LPHA and Other Staff IPDP). Rating 3, 4, or 5: No further requirements.
Rating of 1 or 2: Complete the Supplementary Activities 12.4 (See LPHA and Other Staff IPDP). Rating 3, 4, or 5: No further requirements.
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___ I manage my time effectively & meet deadlines If rating is 1 or 2, ask staff what strategies he/she uses to meet timelines and manage his/her time effectively. Will the time management tools the staff person says he/she uses work in your program? Does his/her answer indicate he/she will need more guidance and/or mentoring about effective time management tools? Supervisors may choose to assign supplementary activities for this topic based on his/her answer even if the staff person rated himself/herself a 3-5 on this question.
Suggested supplementary activity: Supplementary Activities 14.0 (See LPHA and Other Staff IPDP).
___ I manage conflict effectively If rating is 1 or 2, ask staff to give examples of conflict he/she has experienced at work or while working on a team for a school project and how he/she handled it. Will the conflict resolution strategies the staff person used work in your program? Does his/her answer indicate he/she will need more guidance and/or mentoring about conflict resolution strategies? Supervisors may choose to assign supplementary activities for this topic based on his/her answer even if the staff person rated himself/herself a 3-5 on this question.
Suggested supplementary activity: Supplementary Activities 15.0 (See LPHA and Other Staff IPDP).
___ I know when to ask for help Be aware of this question and the staff person’s answer when interacting with this staff person and when observing the staff person interacting with families and coworkers. The staff person’s answers to the video scenario questions might also provide input on how comfortable he/she feels asking for help. The staff person may have rated themselves a 3-5, but your observations may indicate that this is not accurate. Supervisors may choose to assign supplementary activities for this topic after their observations even if the staff person rated themselves a 3-5.
Suggested supplementary activity: Supplementary Activities 16.0 (See LPHA and Other Staff IPDP).
___ I am flexible with people Be aware of this question and the staff person’s answer when interacting with this staff person and when observing the staff person interacting with families and coworkers. The staff person may have rated themselves a 3-5, but your observations may indicate that this is not accurate. Supervisors may choose to assign supplementary activities for this topic after their observations even if the staff person rated themselves a 3-5.
Suggested supplementary activity: Supplementary Activities 17.0 (See LPHA and Other Staff IPDP).
___ I am willing to ask for help Be aware of this question and the staff person’s answer when interacting with this staff person and when observing the staff person interacting with families and coworkers. The staff person’s answers to the video scenario questions might also provide input on how comfortable he/she feels asking for help. The staff person may have rated themselves a 3-5, but your observations may indicate that this is not accurate. Supervisors may choose to assign supplementary activities for this topic after their observations even if the staff person rated themselves a 3-5.
Suggested supplementary activity: Supplementary Activities 16.0 (See LPHA and Other Staff IPDP).
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___ People would say that I am respectful to others Be aware of this question and the staff person’s answer when reviewing the answers in the scenario section and the short answer/essay section, and when observing the staff person interacting with families and coworkers. Did the staff person’s answers on the self-assessment and his/her actions show that he/she is respectful of others, including being respectful of different cultures and beliefs? Supervisors may choose to assign supplementary activities for this topic after their reviewing the assessment and/or after the observations even if the staff person rated themselves a 3-5.
Suggested supplementary activity: Supplementary Activities 18.0 (See LPHA and Other Staff IPDP).
___ I am a good communicator Be aware of this question and the staff person’s answer when reviewing this entire document, when interacting with this staff person and when observing the staff person interacting with families and coworkers. The staff person may have rated themselves a 3- 5, but your observations may indicate that this is not accurate. Supervisors may choose to assign supplementary activities for this topic after their observations even if the staff person rated themselves a 3-5.
Suggested supplementary activities: Supplementary Activities 19.0 (See LPHA and Other Staff IPDP).
___ I work well with people
Be aware of this question and the staff person’s answer when reviewing their answers in the scenario section and the short answer/essay section, and when observing the staff person interacting with families and their coworkers. Did the staff person’s answers on the self-assessment and his/her actions show that he/she able to get along with others? Supervisors may choose to assign supplementary activities for this topic after their reviewing the assessment and/or after the observations even if the staff person rated themselves a 3-5.
Suggested supplementary activity: Supplementary Activities 20.0 (See LPHA and Other Staff IPDP).
___ I work well in teams Be aware of this question and the staff person’s answer when reviewing their answers in the scenario section and when observing the staff person interacting with families and their coworkers. Did the staff person’s answers on the self-assessment match his/her actions when working on a team? Supervisors may choose to assign supplementary activities for this topic after their reviewing the assessment and/or after the observations even if the staff person rated themselves a 3-5.
Suggested supplementary activity: Supplementary Activities 20.0 (See LPHA and Other Staff IPDP).
___ I maintain appropriate professional boundaries Be aware of this question and the staff person’s answer when reviewing answers to scenario 1 and 3 and when observing the staff person interacting with families. Did the staff person’s answers on the self-assessment and his/her actions show that he/she is able to maintain professional boundaries? During your observations, does the staff member “overshare” personal information? Does the staff person say things that indicate he/she feels personally responsible to meet the families’ needs? Supervisors may choose to assign supplementary activities for this topic after their reviewing the assessment and/or after the observations even if the staff person rated themselves a 3-5.
Suggested supplementary activity: Supplementary Activities 21.0 (See LPHA and Other Staff IPDP).
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___ I can adjust to unexpected circumstances Be aware of this question and the staff person’s answer when interacting with this staff person and when observing the staff person interacting with families and their coworkers. The staff person may have rated themselves a 3-5, but your observations may indicate that this is not accurate. Supervisors may choose to assign supplementary activities for this topic after their observations even if the staff person rated themselves a 3-5.
Suggested supplementary activity: Supplementary Activities 17.0 (See LPHA and Other Staff IPDP).
___ I am comfortable with change For a rating of 1 or 2, have the staff member tell you about a major work or school related change in his/her life. How did he/she respond to the change? What strategies did he/she use to respond to this change? Be aware of this question and the staff person’s answer when interacting with this staff person and when observing the staff person interacting with families and their coworkers. The staff person may have rated themselves a 3-5, but your observations may indicate that this is not accurate. Supervisors may choose to assign supplementary activities for this topic after their observations even if the staff person rated themselves a 3-5.
Suggested supplementary activity: Supplementary Activities 17.0 (See LPHA and Other Staff IPDP).
Video Scenarios Please watch the 3 video scenarios and respond to the questions following the scenarios. First Visit Scenario Description: The ECI provider is working with a new family but they seem reluctant about ECI services.
How are you feeling and/or what are you thinking? The staff person might indicate that he/she is feeling frustrated. Red flags that might indicate a need for further discussion about this scenario during reflective supervision meetings are any indications the staff person:
- is “bullying” the parent,- would overstep his/her professional boundaries in order to get the family to agree to ECI services,- is apathetic about whether or not the family enrolls in or stays enrolled in ECI.
How would you respond to the parent? Does the staff person’s answer follow your programs policies and procedures? The staff person might indicate he/she would:
- try to find out why the family was reluctant to participant in ECI,- provide more information to the family about ECI and how ECI provides services,- support the family and not rush the family in making a decision.
What are the most important steps in assisting this family? The staff person should indicate that he/she would provide enough information about ECI services so the family can make an informed decision. The staff member should also indicate that he/she will support the family as they make their decision.
What is the first thing you would do after leaving the visit? The staff person might indicate that he/she would first try to find out why the family is reluctant about ECI services.
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Who might you ask for help? IFSP team members, mentor, supervisor
Suggested supplementary activity: Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no1.pdf Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no2.pdf Read: AOTA: Side By Side: Transdisciplinary Early Intervention in Natural Environments Read: APTA: Natural Environments in Early Intervention Services Read: ASHA Leader: Providing Early Intervention Services In Natural Environments Read: Guidelines for Good Relationships
Changing Services Scenario
Description: You are the service provider who has been providing services for this child for approximately 5 months. Things seem to be progressing well, but during a regularly scheduled visit Mom suddenly says she wants another type of service provider to come regularly to work directly with her child. Mom thinks child is more delayed than team and wants this therapy to “fix” the child.
How are you feeling and/or what are you thinking? The staff person may indicate that he/she is feeling frustrated, surprised or confused. Red flags that might indicate a need for further discussion about this scenario during reflective supervision meetings: feelings of anger towards the family, feelings that the family betrayed the staff person, feelings of inadequacy, and/or feelings of failure.
How would you respond to the parent? Does the staff person’s answer follow your programs policies and procedures? The staff person should indicate he/she:
- supports the family,- understands changing services is an IFSP team decision, not just the family’s decision,- understand an IFSP team meeting should be called to discuss the family’s request.
What are the most important steps in assisting this family? The staff person should indicate he/she would support the family and convene an IFSP team meeting.
What is the first thing you would do after leaving the visit? The staff person should indicate he/she would call an IFSP team meeting.
Who might you ask for help? IFSP team members, mentor, supervisor
Suggested supplementary activity: Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no1.pdf Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no2.pdf Read: AOTA: Side By Side: Transdisciplinary Early Intervention in Natural Environments Read: APTA: Natural Environments in Early Intervention Services Read: ASHA Leader: Providing Early Intervention Services In Natural Environments
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Lack of Progress Scenario
Description: The ECI provider is working with a family and has established rapport but the child is not making progress.
How are you feeling and/or what are you thinking? The staff person might indicate that he/she is feeling overwhelmed or confused. Red flags that might indicate a need for further discussion about this scenario during reflective supervision meetings: feelings of inadequacy or failure, or feeling apathetic about the child not making progress.
How would you respond to the parent? Does the staff person’s answer follow your programs policies and procedures? The staff person should indicate that he/she would:
- have a discussion with the parent about the lack of progress,- discuss trying different strategies with the parent,- suggest to the parent that the IFSP team should meet to discuss the lack of progress.
What are the most important steps in assisting this family? There are many steps (see above) that could be done to assist the family. The most important step is to acknowledge there is an issue.
What is the first thing you would do after leaving the visit? The staff member should indicate he/she would talk to the family about his/her observations and the concerns.
Who might you ask for help? Team members, mentor, supervisor
Suggested supplementary activity: Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no1.pdf Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no2.pdf Read: AOTA: Side By Side: Transdisciplinary Early Intervention in Natural Environments Read: APTA: Natural Environments in Early Intervention Services Read: ASHA Leader: Providing Early Intervention Services In Natural Environments
Short Answer/Essay Questions
1) You arrive at a planned home visit and the child is asleep. What would you do and what options do you seefor your visit?
Does the staff person’s answer follow your programs policies and procedures? Are the suggested options reasonable? Does the staff person’s answer reflect the staff person’s ability to balance the requirement of providing the planned services and the family’s need to potentially make a schedule change?
Suggested supplementary activity: Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no1.pdf Read: http://fipp.org/static/media/uploads/briefcase/briefcase_vol1_no2.pdf
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2) How will you involve families in a home visit? Describe three scenarios of family involvement at differentlevels.
The staff person’s answer should include strategies for: - building rapport,- addressing the family’s individual learning style,- involving families at different levels.
Suggested supplementary activity: Complete the Supplementary Activities 8.0 (See LPHA and Other Staff IPDP).
3) What would you do if you knew a co-worker was not keeping appointments?The staff person’s answer should reflect how the staff person would address this with the coworker. Theanswer should also reflect how the staff member would inform the supervisor of this concern.
Suggested supplementary activity: Complete the Supplementary Activities 21.0 (See LPHA and Other Staff IPDP).
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Supervisor Guidelines Supplementary Activities
Note – For supplementary activities marked “All Staff”, a staff person who is completing two IPDPs (i.e. EIS/SC), only needs to complete the assigned activity once. For example, if an EIS/SC is assigned SA 2.0 on the EIS IPDP and on the SC IPDP, he/she will only need to complete the assigned activity once. If the supplementary activity has different activities assigned for different staff, the staff person will need to complete all assigned activities.
Supplemental Activity
Supervisor Support
SA 1.0 Service Coordinators: The service coordinator is directed to interview another service coordinator to learn the top ten needs of families in your program. The service coordinator is then directed to research 211 or another community resource database to find resources to meet the top ten needs. The service coordinator is then directed to share the list and the resources with you.
During your discussion, you should add any needs the other service coordinator might have missed during the interview and provide any other resources that you may know about that would help families with the “top 10” needs.
EISs, LPHA and Other Staff: The staff person needs to complete the MIW Activity - Activity 6.3 Get to Know Resources in the Community. After completing the activity, the staff person needs to meet with you to review the information he/she learned in the activity.
SA 2.0 All Staff The staff person is directed to review two resources from the Child Development section of the MIW Bookshelf and then to debrief with you. The intent of your discussion with the staff person is to ensure he/she completed the activity and gained information from the websites or additional modules. These are the resources that are currently available on the MIW Bookshelf: Texas Early Learning Guidelines (listing of typical milestones with suggested activities for each age – document) Infant and Toddler Connection of Virginia – Typical Child Development (website) Tumbleon Milestones (website) Understanding Infant and Toddler Development (training module – 2 hours) Library Matters – Child Development (this is a listing of additional training and technical assistance materials that focus on child development)
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SA 3.0 All Staff The staff person is directed to review these documents: Agreed upon Practices for Providing Early Intervention Services in Natural Environments; Seven Key Principles: Looks Like/Doesn’t Look Like; and Key Principles for Effective Intervention. The staff person is then directed to have a meeting with you to discuss the information in these documents. All of these documents can be found on the MIW bookshelf under the 7 Key Principles tab.
SA 4.0 Service Coordinators, LPHAs and Other Staff The staff person is directed to complete the following activities:
Review Slide 18 and 19 of the First Steps trainingThis is a web based module similar to the Making it Work modules. There are visuals and audioon each “page”. Although this training does reference Florida, the information is applicable toTexas ECI.
View the video “Celebrating 35 Years of IDEA”This video provides an overview of the historical landmark legislation. It provides informationabout the entire law, not just Part C.
Reflect on these questions in his/her journal. There are no “right” answers for these questions.1) What are your thoughts about IDEA after viewing this video clip?2) One of the speakers in the video indicated that he thought that the transition provision in IDEA isone of its most important components. In your opinion, what is the most important component inIDEA Part C?
Meet with you to discuss the activities.EISs The EIS is directed to complete the following activities:
View the video “Celebrating 35 Years of IDEA”This video provides an overview of the historical landmark legislation. It provides informationabout the entire law, not just Part C.
Reflect on these questions in his/her journal. There are no “right” answers for these questions.1) What are your thoughts about IDEA after viewing this video clip?2) One of the speakers in the video indicated that he thought that the transition provision in IDEA isone of its most important components. In your opinion, what is the most important component inIDEA Part C?
Meet with you to discuss the activities.SA 5.0 Service Coordinators
Before completing the assigned activities, the service coordinator needs to meet with you to discuss questions he/she has about the pre enrollment process. What is causing the service coordinator to rate herself low in this area? After meeting with you, the service coordinator needs to complete these slides in MIW and the FCCM again.
MIW Referral and Initial Contact - Requirements in TAC and CFR MIW Referral and Initial Contact - Activity 2.2 – choose a different staff person to interview
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than the previous interview MIW Referral and Initial Contact - Helping the Family Prepare MIW Referral and Initial Contact quiz FCCM – Roles and Responsibilities I (entire module - Service Coordinators only)
After completing these activities, the service coordinator needs to meet with you again to make sure all of his/her questions were answered about the pre enrollment process. EISs The EIS is directed to complete the entire Referral and Initial Contact section again in Making It Work. After completing the section, the EIS needs to meet with you to review the information he/she learned in this section.
LPHAs and Other Staff Before completing the assigned activities, the staff person needs to meet with you to discuss questions he/she has about the pre enrollment process. What is causing the staff person to rate herself low in this area? After meeting with you, the staff person needs to complete these slides in MIW again.
MIW Referral and Initial Contact - Requirements in TAC and CFR MIW Referral and Initial Contact - Activity 2.2 – choose a different staff person to interview than the previous interview MIW Referral and Initial Contact - Helping the Family Prepare MIW Referral and Initial Contact quiz
After completing these activities, the staff person needs to meet with you again to make sure all of his/her questions were answered about the pre enrollment process.
SA 6.0 Service Coordinators Before completing the assigned activities, the service coordinator needs to meet with you to discuss questions he/she has about the evaluation and assessment process. What is causing the service coordinator to rate herself low in this area? After meeting with you, the service coordinator needs to complete these sections in MIW and the FCCM (Service Coordinator only) again.
MIW - Eligibility section MIW - Evaluation and Assessment section FCCM – Roles and Responsibilities II (entire module – Service Coordinators only)
After completing these activities, the service coordinator needs to meet with you again to make sure all of his/her questions were answered about the evaluation and assessment process.
LPHA and Other Staff Before completing the assigned activities, the staff person needs to meet with you to discuss questions he/she has about the evaluation and assessment process. What is causing the staff person to rate herself low in this area? After meeting with you, the staff person needs to complete
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tasks 2, 4, and 6 in the EIS IPDP Module – Evaluation and Assessment.
After completing these activities, the staff person needs to meet with you again to make sure all of his/her questions were answered about the evaluation and assessment process.
SA 7.0 Service Coordinators, LPHA and Other Staff Before completing the assigned activities, the staff person needs to meet with you to discuss questions he/she has about the IFSP process. What is causing the staff person to rate herself low in this area? After meeting with you, the staff person needs to complete all activities in the EIS IPDP IFSP section except for the Global Child Outcomes module. After completing these activities, the staff person needs to meet with you again to make sure all of his/her questions were answered about the IFSP process.
SA 8.0 Service Coordinators Before completing the assigned activities, the service coordinator needs to meet with you to discuss questions he/she has about Service Delivery. What is causing the service coordinator to rate herself low in this area? After meeting with you, the service coordinator needs to complete these sections in MIW again.
MIW Service Delivery – ECI Approach to Services MIW Service Delivery – Components of Services
After completing these activities, the service coordinator needs to meet with you again to make sure all of his/her questions about Service Delivery were answered.
EISs, LPHAs and Other Staff The staff person needs to review the Early Intervention Strategies blog from the MIW Bookshelf and meet with you to discuss the information he/she learned from this activity. The staff person only needs to review the articles tagged as “Early Intervention Visits”.
SA 9.0 Service Coordinators Before completing the assigned activities, the service coordinator needs to meet with you to discuss questions he/she has about providing and documenting case management services. What is causing the service coordinator to rate herself low in this area? After meeting with you, the service coordinator needs to complete these activities.
Quality Services Webinar 6 – The Entire Clothesline FCCM Ongoing Services and Documentation
After completing these activities, the service coordinator needs to meet with you again to make sure all of his/her questions were answered about providing and documenting case management services. EISs The EIS is directed to complete the entire Case Management section again in Making It Work. After completing the section, the EIS needs to meet with you to review the information he/she
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learned in this section. LPHA and Other Staff The staff person needs to complete the FCCM Ongoing Services and Documentation section. After completing this activity, the staff person needs to meet with you to review the information he/she learned from this activity.
SA 10.0 All Staff The staff person will read the article, How Can We Facilitate Transitions? Key Practices and Strategies. The article lists 21 transition research based transition practices and numerous practical strategies that are related to each practice. These are “best practices” so not every practice or strategy will be relevant or appropriate for your program. However, many of the 21 identified practices are required in the transition TAC.
The staff person is directed to reflect on these questions in his/her journal and then meet with you to discuss them.
1. Name three strategies from the Recommended Transition Document that you haveobserved “in action” at your program. Why do you think these particular strategies areeffective for transition?
2. Name three strategies that you would like to personally implement. Why did you pickthese strategies and why do you think they will help children and families transition fromECI to another setting?
The staff person also needs to complete the MIW Transition section again. SA 10.1 or SA 10.3 EISs, LPHAs and Other Staff
The staff person is directed to complete the BDI-2 difficult items modules. Coaching is embedded in the modules. You will need to provide access to the modules for the staff person. They are currently located on the Extranet.
SA 10.2 LPHAs and Other Staff The staff person is directed to complete the Help with the HELP module. Coaching is embedded in the module. You will need to provide access to the module. It is currently available on the Extranet.
SA 11.0 Service Coordinators, LPHAs and Other Staff The staff person is directed to complete the Global Outcomes module and all related activities. The Supervisor Guidelines for the Global Outcomes module can be found on this page: http://www.dars.state.tx.us/ecis/childoutcomes.shtml
SA 12.0 All Staff The staff person is directed to complete the Family Cost Share module and all related activities. All feedback for the activities is embedded within the module.
SA 12.1 EISs, LPHAs and Other Staff
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The staff person is directed to complete activities to help improve his/her knowledge of speech and language development and intervention strategies related to speech and language skills.
The staff person will review speech and language developmental milestones on the ASHA website. The staff person also needs to review the “What Can I Do to Help” section at the bottom of each of the milestone pages. The staff person will pick a Help at Home speech and language development topic for a child in each of these age groups:
Birth to 6 months 7 – 12 months 13 – 18 months 19 – 24 months 25 – 30 months 31 – 36 months
The staff person will need to explain the strategies/procedures for this activity to you like he/she would explain it to an ECI family. In the staff person’s explanation he/she needs to tell you why he/she is suggesting this strategy for “your” child. The staff person needs to indicate why this child need this particular intervention.
If your program does not have the Help at Home curriculum, the staff person can check it out from the ECI Collection. Library contact information:
Toll Free: (888) 963-7111 x7260 Phone: (512) 458-7260 Fax: (512) 458-7474 Email: avlibrary@dshs.state.tx.us
SA 12.2 EISs, LPHAs and Other Staff The staff person is directed to complete activities to help improve his/her knowledge of motor development and intervention strategies related to motor skills.
1. The staff person will review gross motor milestones and the “Parenting Tips” for the age groupsfrom birth to age 3 on the Early Intervention Support website.
2. The staff person will review fine motor milestones and the “Parenting Tips” for the age groupsfrom birth to age 3 on the Early Intervention Support website.
3. The staff person will pick a Help at Home fine or gross motor development topic for a child in
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each of these age groups: Birth to 6 months 7 – 12 months 13 – 18 months 19 – 24 months 25 – 30 months 31 – 36 months
The staff person will need to explain the strategies/procedures for this activity to you like he/she would explain it to an ECI family. In the staff person’s explanation he/she needs to tell you why he/she is suggesting this strategy for “your” child. The staff person needs to indicate why this child need this particular intervention.
If your program does not have the Help at Home curriculum, the staff person can check it out from the ECI Collection. Library contact information:
Toll Free: (888) 963-7111 x7260 Phone: (512) 458-7260 Fax: (512) 458-7474 Email: avlibrary@dshs.state.tx.us
SA 12.3 EISs, LPHAs and Other Staff The staff person is directed to complete activities to help improve his/her knowledge of cognitive development and intervention strategies related to cognitive skills.
1. The staff person will review the cognitive milestones from birth to age 3 and the Parenting Tipsfor each age group on the Early Intervention Support website. Staff also need to read the red flagsfor cognitive development.
2. The staff person will pick a Help at Home cognitive development topic for a child in each ofthese age groups:
Birth to 6 months 7 – 12 months 13 – 18 months 19 – 24 months 25 – 30 months 31 – 36 months
The staff person will need to explain the strategies/procedures for this activity to you like he/she
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would explain it to an ECI family. In the staff person’s explanation he/she needs to tell you why he/she is suggesting this strategy for “your” child. The staff person needs to indicate why this child needs this particular intervention.
If your program does not have the Help at Home curriculum, the staff person can check it out from the ECI Collection. Library contact information: Toll Free: (888) 963-7111 x7260 Phone: (512) 458-7260 Fax: (512) 458-7474 Email: avlibrary@dshs.state.tx.us
SA 12.4 EISs, LPHAs and Other Staff The staff person is directed to complete activities to help improve his/her knowledge of social-emotional development and intervention strategies related to social-emotional skills.
1. The staff person will review social emotional milestones for age groups from birth to age 3 onthe PBS: Whole Child website.
2. The staff person will pick a Help at Home social emotional development topic for a child in eachof these age groups:
Birth to 6 months 7 – 12 months 13 – 18 months 19 – 24 months 25 – 30 months 31 – 36 months
The staff person will need to explain the strategies/procedures for this activity to you like he/she would explain it to an ECI family. In the staff person’s explanation he/she needs to tell you why he/she is suggesting this strategy for “your” child. The staff person needs to indicate why this child needs this particular intervention.
If your program does not have the Help at Home curriculum, the staff person can check it out from the ECI Collection. Library contact information:
Toll Free: (888) 963-7111 x7260 Phone: (512) 458-7260 Fax: (512) 458-7474 Email: avlibrary@dshs.state.tx.us
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SA 12.5 EISs, LPHAs and Other Staff The staff person is directed to complete activities to help improve his/her knowledge of adaptive skills development and intervention strategies related to adaptive skills.
1. The staff person will review the feeding milestones for children from birth to age 3 on the EarlyIntervention Support website. The staff person will also need to review the Parenting Tips andfeeding Red Flags for each of the age groups.
2. The staff person will pick a Help at Home adaptive or self- help skills development topic for achild in each of these age groups:
Birth to 6 months 7 – 12 months 13 – 18 months 19 – 24 months 25 – 30 months 31 – 36 months
The staff person will need to explain the strategies/procedures for this activity to you like he/she would explain it to an ECI family. In the staff person’s explanation he/she needs to tell you why he/she is suggesting this strategy for “your” child. The staff person needs to indicate why this child needs this particular intervention.
If your program does not have the Help at Home curriculum, the staff person can check it out from the ECI Collection. Library contact information:
Toll Free: (888) 963-7111 x7260 Phone: (512) 458-7260 Fax: (512) 458-7474 Email: avlibrary@dshs.state.tx.us
SA 13.0 Service Coordinators, LPHAs and Other Staff The service coordinator is directed to read this article, Guidelines for Good Relationships and have a meeting with you. You can reflect with the service coordinator by asking the following questions:
Which tip for strengthening relationships with families is the most meaningful to you? Have you used any of the guidelines? What was the result? Have you used any of the tips for managing negative emotions? What were the results of
using that particular strategy?
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The service coordinator will observe another ECI professional establishing and building rapport with a family. Observation Form. One of the most important factors in an ECI staff person’s success is the ability to be in relationships with families in a positive manner. When you discuss the observation with the service coordinator, look for indications that he/she is comfortable in this aspect of their job. If not, they may need to complete additional supplementary activities on this topic, or may need to complete more observations to see how others build rapport.
EISs The EIS is directed to read this article, Guidelines for Good Relationships and have a meeting with you. You can reflect with the EIS by asking the following questions:
Which tip for strengthening relationships with families is the most meaningful to you? Have you used any of the guidelines? What was the result? Have you used any of the tips for managing negative emotions? What were the results of
using that particular strategy?SA 14.0 All Staff
The staff person is directed to watch the webinar, Managing Multiple Priorities. Staff may feel stress or overwhelmed because of juggling so many job responsibilities and wearing “many different hats.” This webinar offers practical, functional tips for managing multiple priorities. The staff person is directed to write down 5 tips for managing multiple priorities in his/her journal and discuss these tips with you.
SA 15.0 All Staff The staff person is directed to read the Conflict Resolution Skills Article and discuss any questions about this article with you.
SA 16.0 All Staff Asking for Help: The staff person is directed to view the video clip and then read the Asking for Help article. The staff person is then directed to discuss what they have learned with you.
The video provides tips on how to ask for assistance or guidance from your manager. It asks the question, “Is it better to do it without help, or do it right”. Tips include:
Get Over It – Don’t worry about if you will be judged for asking for help. Your focus shouldbe on completing the task.
Ask Early Decide what you need Think about how to phrase your request for help Follow up
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The article addresses myths of asking for help and provides a 7 step process for how to ask for help.
SA 17.0 All Staff The staff person is directed to read a blog post, and then view two video clips (video 1 and video 2) about managing change. The staff person is then directed to discuss what he/she has learnedwith you.
This blog post states that in order to manage change, one must remain flexible. The author then lists 10 things one can do to remain flexible. 1) Accept the change:2) Access needed support:3) Maintain perspective:4) Be realistic:5) Prioritize:6) Let go:7) Be quiet:8) Know that it will pass:9) Sleep, Eat and Take Care of Yourself:10) Find Humor:
The video clips offer additional tips about managing change. Everyone in ECI must learn to manage change. After the staff person has completed this training, he/she needs to write down 5 strategies or ideas for handling change in your journal. Ask the staff person to share these ideas with you.
SA 18.0 Service Coordinators, LPHAs, and Other Staff The staff person must complete a 3 hour (or longer) workshop about cultural competency. College courses related to cultural competency can also meet this requirement. The 3 hour requirement can be met through 1 three hour course or a combination of shorter courses/presentations to equal 3 hours. The workshop can be face to face, a webinar, a video training, or a facilitated discussion. The workshop can be presented by internal agency staff, program staff or an outside trainer.
Tip: This requirement can be met by viewing these archived webinars, Part 1: Evaluation and Assessment for Children in Bilingual Environments – Cultural Considerations, Cultural Awareness and Disparities, and Ethics in ECI: Boundaries, Professionalism and Cultural Awareness.
The staff person must complete questions about cultural competence and discuss them with you.
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1. What is cultural competency?Cultural competency refers to having knowledge of various cultures and providing services in away that matches the family’s culture and needs.
2. Contrast at least three examples of cultural style variations (personal space, eye contact,touching, and conversational turn-taking, for example) of two different ethnic groups inyour community.Ethnic groups need not be the same for all three examples.
Cultural Style Variation Ethnic Group A Ethnic Group B Personal space Hispanic/Latin cultures stand
very close Anglo-Americans remain at least three feet apart
Eye contact African-Americans tend to avert the eyes
Anglo-Americans prefer frequent direct eye contact
Touching Hispanic/Latin cultures often touch when greeting or conversing
Asians don’t shake hands with individuals of the opposite sex
Conversational turn taking Many cultures allow several people to talk at once
Anglo-Americans take turns; regard interruptions as rude
Time ordering of interactions Hispanic/Latin cultures exchange pleasantries before getting down to business
Anglo-Americans prefer business first
3. List three suggestions for engaging a family in the initial interview. Why is it important todetermine in advance the person recognized as the family authority?
Determine who should be present and who is the family authority. Acknowledge this personis important because it may determine whether the family participates in services.
Approach the family formally, but warmly. Pronounce the family’s name correctly Determine whether a translator is needed. Have the family state their needs as they see them. Find out whether the family has already sought help for their needs and the outcomes. Briefly describe intervention possibilities and the role of family members. Stress
confidentiality.
4. Why might you accept a faith healer or alternative medicine (unless it might be harmful)as part of a family’s routines and resources?One might accept a faith healer or alternative medicine as part of a family’s routines and resources
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(unless it might be harmful) because it will encourage the family to trust the relationship and continue services. 5. Give two examples of how cultural differences can cause conflicts andmisunderstandings with families in your program.
Parents may perceive an ECI worker who uses direct eye contact and stands withhands on hips as aggressive, prompting parents to be afraid and withdraw from theprogram.
An ECI staff person may interpret a family’s silence and faulty English as ignoranceor apathy, prompting the staff person to judge the family as uncaring or evenneglectful of their children.
In the discussion, caution the staff person to avoid falling into the trap of viewing a particular ethnic or racial group as a stereotype. Cultural customs and beliefs may vary by geographical area – Mexican Americans in San Antonio versus those in El Paso for example. Some families may be more acculturated than others, so they have adopted many American beliefs and customs. Most important, people are individuals. They choose which aspects of their native culture they wish to make their own. Not all Vietnamese are Buddhists, for example. Encourage the specialist to test assumptions about each family and allow them to have unique characteristics.
SA 19.0 All Staff Principles of Effective Communication: The staff person is directed to read the information provided and watch several video clips about effective communication. The staff person is then directed to discuss what he/she learned with you.
The first video is presented by The National Center on Dispute Resolution in Special Education. It provides an overview of how to be an effective listener. Viewers will learn about the three critical elements of listening: keeping the focus on the other person; listening with care and empathy; and demonstrating understanding.
The other three video clips are demonstrations of effective listening strategies. The first clip demonstrates attending and active listening strategies. The second clip demonstrates the strategies of seeking and verifying information for effective listening. The third clip demonstrates the strategies of joining and supporting during communication.
SA 20.0 All Staff The staff person is directed to read three articles.
The first article focuses on twelve ways to build an effective team. Clarify the common goals and purposes. Clarify each person’s role in achieving the common purpose.
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Put team members in touch with the people who use what they do. Pay attention to conflicts when they arise. Work out ways to resolve conflicts. Remember your leadership role. Make sure team members interact at meetings. Allow team members to have input into their jobs. Make sure there is room for minority or unpopular views. Appraise and reward the team as a whole. Appraise and reward each employee individually, including a review of his or her
teamwork. Communicate team successes.
The second article outlines 10 qualities of an effective team member. Demonstrates reliability Communicates constructively Listens actively Functions as an active participant Shares openly and willingly Cooperates and pitches in to help Exhibits flexibility Shows commitment to the team Works as a problem-solver Treats others in a respectful and supportive manner
The third article offers 8 “people skills” that are essential for everyone to have. 1. Understanding people2. Expressing your thoughts and feelings clearly3. Speaking up when your needs are not being met4. Asking for feedback from others and giving quality feedback in return5. Influencing how others think and act6. Bringing conflicts to the surface and getting them resolved7. Collaborating with others instead of doing things by yourself8. Shifting gears when relationships are unproductive
The staff person is then directed to write 5 strategies he/she learned from the articles that can apply to the teams he/she works on and to share these strategies with you.
SA 21.0 All Staff The staff person is directed to watch the online module – Ethics Making Better Decisions. It may
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be tempting to skim over a study of ethics because of perceptions such as this: “All our employees are good people, so we don’t have to worry about them doing bad things.” The truth is that ethical dilemmas can and do arise whenever two or more people enter into a relationship. Questions of ethics arise at work, at school, in social gatherings and even at home, among family members and friends. We all aspire to be rigorously honest, for example, yet circumstances sometimes prevent us from being open and candid. Stress, fatigue, time constraints, money worries, and other problems can lead us to fudge on acting in accordance with our values. Many ethical dilemmas are not simple of matters of right versus wrong. What’s right from one person’s perspective may be wrong from another’s. Within ourselves, we may be torn between values – remain loyal to the organization or exercise my independence, for example. Some ethical dilemmas are never fully resolved. With this in mind, guide the staff person to take ethics seriously. Assist the specialist in gaining a basic understanding of ethical principles in working with families and potential problem areas. Review issues that may cause the staff person to experience an ethical dilemma. These issues may be textbook cases or may be “real-life” situations that were experienced by other staff in your program. Examples of potential ethical problem areas that the staff person might face include the following:
• Not acting in a professional manner (gossiping with or about parents and/or other staffmembers, not keeping professional boundaries with clients, discussing client information ina public setting, developing personal relationships with client family members, encouragingparents to drop services from the ECI program because the staff person is upset with theprogram, not keeping personal information about staff members or client familiesconfidential, being critical of other ECI programs to staff members or client families)
• Not following agency procedures because the staff person feels that these procedures arenot in the best interest of the family
• Dual-relationships• Personal use of agency resources• Not taking any action when the staff person has knowledge of wrongdoing on the part of the
administrative or direct service staff.The staff person is directed to meet with you to discuss what he/she learned in the module.
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IPDP Progress Tracker for Early Intervention Specialists EIS Name:
Mission, Philosophy and Key Principles Total = 2.0 Hrs Date Completed/ Supervisor Signature
Learning Objective for EISs
Related MIW Content Learning Tasks in EIS Credentialing Module Approximate
Time to Complete Reference Material Application or Assessment
Develop understanding of state and federal requirements pertaining to EISs
Introduction to TAC & CFR
Read about the EIS in TAC Check your understanding 1.1: find reference in TAC (1 question; feedback in module)
5-10 Mins
Learn about the EIS Code of Ethics and the EIS Statement of Excellence and relate them to daily work
Introduction to best practices and legal requirements for professionals in early intervention (i.e., 7 Key Principles, TAC, CFR)
Read “EIS Code of Ethics” Check your understanding 1.2: “Is this ethical?” (4 scenarios; feedback in module)
5-10 Mins
Read “EIS Statement of Excellence”
Self-Reflection (worksheet “Personalized Statement of Excellence”; discuss with supervisor)
10 Mins
Learn how cultural differences impact services and develop cultural competence
Introduction to cultural competence and its importance to ECI services
Read “Cultural Competence article 1”
Check your understanding 1.3: “Cultural Awareness vs. Cultural Competence” (drag and drop; feedback in module)
20 Mins
Rank values for self and family of origin (drag and drop)
5-10 Mins
Read “Cultural Competence article 2”
Worksheet “Cultural Scenarios” (discuss with supervisor)
45 Mins
Read blog on cultural differences
Answer questions within blog (discuss with supervisor)
10 Mins
IPDP Progress Tracker for Early Intervention Specialists
2/11
Evaluation and Assessment Total = 12.0 Hrs Date Completed/ Supervisor Signature
Learning Objective for EISs
Related MIW Content Learning Tasks in EIS Credentialing Module Approximate
Time to Complete Reference Material Application or Assessment
Expand knowledge of risk factors and medical diagnoses, and understand how these conditions impact child development
Introduction to medical diagnosis as one of the eligibility criteria
Research three medical diagnoses
Worksheet “Medical Diagnosis Activity” (discuss with supervisor)
30 Mins to 1 Hr
Read “Environmental Risk Factors”
Check Your Understanding 2.1: Environmental Risk Factors (2 questions; discuss with supervisor)
30 Mins
Read “Low Birth Weight” Check Your Understanding 2.2: Low Birth Weight (2 questions; discuss with supervisor)
20 Mins
Read “Birth Defects” Check Your Understanding 2.3: Birth Defects (2 questions; discuss with supervisor)
45 Mins
Read “Prematurity” Check Your Understanding 2.4: Prematurity (2 questions; discuss with supervisor)
20 Mins
Identify and address common challenges with administration of the BDI-2
Introduction to administration of the BDI-2
Read “Evaluation and Eligibility Q&A”
Check your understanding 2.5:BDI-2 and Eligibility (6 questions; feedback in module)
30 Mins
Watch “BDI & Eligibility The Mythbusters Edition”
Write in Journal (discuss with supervisor)
1.75 Hrs
Read “Accommodations to Consider When Using the BDI-2 for Children with Disabilities”
Write in Journal (discuss with supervisor)
20 Mins
IPDP Progress Tracker for Early Intervention Specialists
3/11
Evaluation and Assessment Continued Total = 12.0 Hrs Date Completed/ Supervisor Signature
Learning Objective for EISs
Related MIW Content Learning Tasks in EIS Credentialing Module Approximate
Time to Complete Reference Material Application or Assessment
Know how to customize the evaluation and assessment process for infants six months and younger
Introduction to the evaluation and assessment process
Watch “Evaluation and Needs Assessment for Very Young Infants”
Write in Journal (share with supervisor)
1.25 Hrs
Know how to customize the evaluations and assessment process for children in bilingual environments
Watch “Evaluation & Assessment” (Part 1) Cultural Considerations
Check your understanding 2.6: Cultural Considerations (1 question; feedback in module)
1.25 Hrs
Watch “Evaluation & Assessment” (Part 2) Difference vs. Disorder
Write in Journal (share with supervisor)
1.25 Hrs
Watch “Evaluation & Assessment” (Part 3) Interpreting the BDI-2
Check your understanding 2.7: Interpreting the BDI-2 (1 question; feedback in module)
1.25 Hrs
Know how to administer the HELP
Introduction to the HELP
Complete “Help with the HELP” module - seesupervisor for access
Activities are built into module 1 Hr
Be able to determine further need for evaluation in the six required areas and complete the Needs Assessment, Identification and Referral form
Introduction to the Needs Assessment, Identification and Referral form
Review Zoe’s referral & check your understanding 2.8: Zoe’s Eligibility (1 question; feedback in module)
10 Mins
Fill out the Needs Assessment, ID and Referral Checklist for Zoe & check your understanding 2.9: Needs Assessment, ID and Referral (1 question; feedback in module with answer key)
20 Mins
IPDP Progress Tracker for Early Intervention Specialists
4/11
IFSP Total = 9 Hrs Date Completed/ Supervisor Signature
Learning Objective for EISs
Related MIW Content Learning Tasks in EIS Credentialing Module Approximate
Time to Complete Reference Material Application or Assessment
Review fundamental characteristics of the IFSP process
Introduction to the IFSP process
Watch the CMS Early Steps Module (pages 2-6 and 8)
Check your understanding 3.1: Purpose and Philosophical Foundation (2 questions; feedback in module)
15 Mins
Identify strategies for conducting an effective RBI
Introduction to the routines-based interview (RBI)
Read “The Individual Family Service Plan”
Write in Journal (share with supervisor)
10 Mins
Read “Considerations for Planning RBI”
Write Notes in Journal (share with supervisor)
10 Mins
Identify strategies for gathering information from the family to facilitate a reciprocal process
Introduction to communicating with families
Read “Gathering and Giving Information to Families”
Check your understanding 3.2: Gathering and Giving (3 questions; feedback in module)
45 Mins
Know the three global child outcomes; be able to assign and document outcome ratings
Introduction to the global child outcomes
Complete Global Child Outcomes training
Activities are built into module 6 Hrs
Be able to complete appropriate documentation for the IFSP
Introduction to IFSP documentation
Review example of poor documentation
Critique documentation & write in journal (discuss with supervisor)
20 Mins
Review guidelines for outcomes
Apply outcome guidelines & write in journal (discuss with supervisor)
20 Mins
Be able to assess a child’s functional abilities, strengths, needs and priorities
Introduction to assessment for IFSP
Listen to Zoe’s RBI & complete a comprehensive needs assessment (discuss with supervisor)
30 Mins
IPDP Progress Tracker for Early Intervention Specialists
5/11
IFSP Continued Total = 9 Hrs Date Completed/ Supervisor Signature
Learning Objective for EISs
Related MIW Content Learning Tasks in EIS Credentialing Module Approximate
Time to Complete Reference Material Application or Assessment
Be able to write functional, measurable outcomes
Introduction to functional, measurable outcomes
Review checklist & write an outcome for Zoe (discuss with supervisor)
20 Mins
Know how to identify when a change to an outcome is needed during a periodic review
Introduction to periodic and annual reviews
Review new information about Zoe & check your understanding 3.3: Zoe’s Periodic Review (1 question; feedback in module)
5-10 Mins
IPDP Progress Tracker for Early Intervention Specialists
6/11
Service Delivery Total = 11.5 Hrs Date
Completed/ Supervisor Signature Learning Objective for EISs Related MIW Content
Learning Tasks in EIS Credentialing Module Approximate Time to Complete Reference Material Application or Assessment
Know TAC requirements for SST
Introduction to SST
Read about SST in TAC Check your understanding 4.1: find reference in TAC (1 question; feedback in module)
5-10 Mins
Understand the difference between SST and other services
Review SST brochure SST vs. therapy diagram (5 questions; feedback inmodule)
10 Mins
Be able to identify developmental red flags
Review “Developmental Red Flags – Birth to 3”
Check your understanding 4.2: Developmental Red Flags (5 questions; feedback inmodule)
15 Mins
Identify fundamental techniques for providing SST, and write progress notes
Complete SST Workbook Activities built into SST Workbook 10 Hrs
Know how to modify services for children with visual impairments
Introduction to visual impairment as a criteria for eligibility
Watch VI video Write in Journal (discuss with supervisor)
15 Mins
Read VI article Write in Journal (discuss with supervisor)
15 Mins
Be able to document SST Introduction to documenting service delivery
Review information about Zoe & complete SST note (discuss with supervisor)
15 Mins
IPDP Progress Tracker for Early Intervention Specialists
7/11
Observations & Demonstrations Total = 14 Hrs Date
Completed/ Supervisor Signature Learning Objective for EISs Related MIW Content
Learning Tasks in EIS Credentialing Module Approximate Time to Complete Reference Material Application or Assessment
Learn how cultural differences impact services
Introduction to cultural competence and its importance to ECI services
Complete one observation
Worksheet “Family Observation” (discuss with supervisor)
1 Hr
Demonstrate competency in the evaluation and assessment of a child
Introduction to the evaluation and assessment process
Complete two observations
Worksheet “Eligibility Determination Observation” (discuss with
2 Hrs
Complete one demonstration of evaluation and assessment
supervisor)
Worksheet “Eligibility Determination Demonstration” (discuss with supervisor)
1 Hr
Demonstrate competency participating in an IFSP
Introduction to the IFSP process
Observe one initial IFSP Worksheet “Initial IFSP Observation” (discuss with supervisor)
1 Hr
Observe one annual IFSP Worksheet “Annual Evaluation of the IFSP” (discuss with supervisor)
1 Hr
Observe one periodic review
Worksheet “Observation – Periodic Review” (discuss with supervisor)
1 Hr
Complete one demonstration of IFSP
Worksheet “IFSP Demonstration” (discuss with supervisor)
1 Hr
IPDP Progress Tracker for Early Intervention Specialists
8/11
Observations & Demonstrations Continued Total = 14 Hrs Date
Completed/ Supervisor Signature Learning Objective for EISs Related MIW Content
Learning Tasks in EIS Credentialing Module Approximate Time to Complete Reference Material Application or Assessment
Learn how to incorporate intervention strategies and techniques into family routines
Introduction to service delivery
Observe one service delivery: child with qualitatively different sensory or motor responses
Worksheet “Sensory Motor Child Observation” (discuss with supervisor)
1 Hr
Observe one service delivery: child with qualitatively different language or cognition
Worksheet “Language or Cognition Child Observation” (discuss with supervisor)
1 Hr
Observe one service delivery: child with qualitatively different emotional or social patterns
Worksheet “Social or Emotional Child Observation” (discuss with supervisor)
1 Hr
Observe one service delivery: child with auditory or visual impairment
Worksheet “AI/VI Child Observation” (discuss with supervisor)
1 Hr
Observe one service delivery: child with a medical diagnosis
Worksheet “Medical Diagnosis Child Observation” (discuss with supervisor)
1 Hr
Complete one demonstration of service delivery
Worksheet “Demonstration – Service Delivery” (discuss with supervisor)
1 Hr
IPDP Progress Tracker for Early Intervention Specialists
9/11
Supplementary Activities Date Completed/
Supervisor Signature Activity Number
Learning Objective for EISs Learning Tasks Assigned
by Supervisor Reference Material Application or Assessment
SA 1.0 Develop a basic knowledge of local community resources for families with young children
Activity 6.3 Get to Know Resources in the Community
Repeat activity from Making It Work (discuss with supervisor)
SA 2.0 Increase knowledge of typical infant and toddler development (birth – 36 months)
Child Development book on MIW Bookshelf
Select one resource to review from the MIW Bookshelf: ____________________________ (discuss with supervisor)
Select one resource to review from the MIW Bookshelf: ____________________________ (discuss with supervisor)
SA 3.0
Know how the key principles for early intervention are implemented into all aspects of ECI service delivery
7 Key Principles book on MIW Bookshelf
Review Looks Like/Doesn’t Look Like from the MIW Bookshelf (discuss with supervisor)
Review Agreed Upon Practices from the MIW Bookshelf (discuss with supervisor)
Review Key Principles and Effective Practices from the MIW Bookshelf (discuss with supervisor)
SA 4.0 Develop an understanding of IDEA Part C
View: Celebrating 35 Years of IDEA
View Celebrating 35 years of IDEA video (discuss with supervisor)
Reflection Questions Reflect on these questions in your journal (discuss with your supervisor)
SA 5.0 Know rules and procedures for ECI Referral and Initial Contact
MIW Repeat Referral and Initial Contact section in MIW (discuss with supervisor)
IPDP Progress Tracker for Early Intervention Specialists
10/11
Supplementary Activities Continued Date Completed/
Supervisor Signature Activity Number
Learning Objective for EISs Learning Tasks Assigned
by Supervisor Reference Material Application or Assessment
SA 8.0 Be able to implement effective strategies in SST services
Associations and Blogs book on MIW Bookshelf
Review Early Intervention Strategies from the MIW Bookshelf (discuss with supervisor)
SA 9.0 Know rules and procedures for ECI Case Management
MIW Repeat Case Management section in MIW (discuss with supervisor)
SA 10.0 Be able to implement transition activities to meet all requirements
MIW Repeat Transition section in MIW (discuss with supervisor)
How Can We Facilitate Transition – Key Practices and Strategies
Read article
Reflection Questions Answer the reflection questions in your journal (share with supervisor)
SA 10.3 Be able to accurately administer the BDI-2 to determine eligibility
BDI-2 Difficult Items modules located on the ECI Extranet
Complete BDI-2 Difficult Items modules (supervisor will need to provide access to modules)
SA 12.0
Be able to explain Family Cost Share, implement procedural safeguards related to FCS, and assist families in completing forms.
How to Implement Family Cost Share module
Complete the module (discuss with supervisor)
SA 12.1 – 12.5
Be able to identify strategies to address all areas of development: speech, motor, cognitive, social-emotional, and adaptive.
See supervisor to discuss required activities
SA 13 Be able to establish and build rapport with families
Guidelines for Good Relationships
Read article (discuss with supervisor)
IPDP Progress Tracker for Early Intervention Specialists
11/11
Supplementary Activities Continued Date Completed/
Supervisor Signature Activity Number
Learning Objective for EISs
Learning Tasks Assigned by
Supervisor Reference Material Application or Assessment
SA 14.0 Know how to manage multiple priorities with competing timelines
Managing Multiple Priorities Webinar
Complete the webinar. Write down five tips for managing multiple priorities in your journal (discuss with supervisor)
SA 15.0 Know how to manage conflict effectively
Conflict Resolution Skills Read article (discuss with supervisor)
SA 16.0 Know when and who to ask for help when needed
Lost Art of Asking for Help Read article (discuss with supervisor)
How to Ask for Help Effectively
View video
SA 17.0 Know how to effectively handle change in the workplace
Taking Charge of Change View video
Shift Happens View video
Managing Change and Being Flexible in Life
Read the article
Write down five strategies or ideas for handling change in your journal (discuss with supervisor)
SA 19.0
Be able to successfully communicate with team members, referral sources, community partners, and families
Principles of Effective Communication (article and video clips)
Read article and watch the videos (discuss with supervisor)
SA 20.0 Use effective interpersonal skills to build quality intervention teams
Twelve Ways to Build an Effective Team Read articles and write five strategies
you learned from the articles that can apply to your teams (discuss with supervisor)
Ten Qualities of an Effective Team Player
Eight Essential People Skills
SA 21.0 Know how to recognize and respond to ethical dilemmas
Ethics Making Better Decisions
Complete module and all related activities (discuss with supervisor)
Completion Date: EIS Signature:
Program Director Signature: Supervisor Signature:
IPDP Progress Tracker for Service Coordinators Observations & Demonstrations and Supplementary Activities Name:
Observations & Demonstrations – These are required for Service Coordinators Total = 15.75 Date Completed/
Supervisor Signature Learning Objective for Service Coordinators Related Content Learning Tasks Approximate
Time to Complete Know what information must be exchanged when setting up the initial visit for the child and family. If this is a required role for the Service Coordinator, demonstrate competence in setting up the initial visit
MIW – Intro ;Pre Enrollment
FCCM - Section 2: Roles and Responsibilities
Complete one observation.
Observation Form (share withsupervisor)
1 hour
Complete one demonstration if the Service Coordinator is responsible for setting up the initial visit.
Demonstration Form (share withsupervisor)
1 hour
Demonstrate competence in pre enrollment procedures
MIW – Intro; Pre Enrollment
FCCM - Section 2: Roles and Responsibilities
Complete two observations.
Observation Form (share withsupervisor)
2 hours
Complete one demonstration of evaluation and assessment.
Demonstration Form (share withsupervisor)
1 hour
Demonstrate competence facilitating and participating in all types of IFSPs
MIW – IFSP
FCCM - Section 2: Roles and Responsibilities
Observe one initial IFSP. Observation Form (share withsupervisor)
1 hour
Demonstrate one initial IFSP.
Demonstration Form (share withsupervisor)
1 hour
Observe one annual IFSP.
Observation Form (share withsupervisor)
1 hour
Demonstrate one annual IFSP.
Demonstration Form (share withsupervisor)
1 hour
Observe one periodic review.
Observation Form (share withsupervisor)
1 hour
Demonstrate one periodic review.
Demonstration Form (share withsupervisor)
1 hour
1/9
IPDP Progress Tracker for Service Coordinators Observations & Demonstrations and Supplementary Activities
2/9
Observations & Demonstrations Continued Total = 15.75 Date Completed/
Supervisor Signature Learning Objective for Service Coordinators Related Content Learning Tasks Approximate
Time to Complete Observe how the objectives learned in the Global Child Outcomes module are put into practice when determining global child outcomes ratings
Global Child Outcomes Module
Observe a team completing the child outcomes rating process.
Observation form (share withsupervisor)
30 minutes
Demonstrate competence in developing transition steps and services
MIW – Transition
FCCM – Section 2: Roles and Responsibilities
Observe the development of a child’s transition steps and services.
Observation form (share withsupervisor)
30 minutes
Demonstrate the development of a child’s transition steps and services.
Demonstration form (share withsupervisor)
30 minutes
Demonstrate competence in facilitating transition conferences
MIW – Transition
FCCM – Section 2: Roles and Responsibilities
Observe a transition conference with a school district.
Observation form (share withsupervisor)
45 minutes
Observe a non ISD transition conference.
Observation form (share withsupervisor)
45 minutes
Demonstrate facilitating an ISD transition conference.
Demonstration form (share withsupervisor)
45 minutes
Demonstrate competence in providing case management services
MIW – Case Management
FCCM – Section 5: Needs Assessment; Section 6: Ongoing Services and Documentation
Observe a Service Coordinator providing case management.
Observation form (share withsupervisor)
30 minutes
Demonstrate providing case management.
Demonstration form (share withsupervisor)
30 minutes
IPDP Progress Tracker for Service Coordinators Observations & Demonstrations and Supplementary Activities
3/9
Supplementary Activities Total = 39.25 hrs
Assi
gned
by
Supe
rvis
or
Date Completed/ Supervisor Signature Activity
Number
Learning Objective
for Service Coordinators
Related Content
Supplementary Activities Learning Tasks Approximate Time to
Complete Reference Material
Application or Assessment
SA 1.0
Have a thorough understanding of resources available in the community
MIW – Case Management
FCCM – Section 4: Community Partnerships
Interview a service coordinator from your program to learn the top ten needs of families in your program. These can be informational needs, support needs or material needs.
1 hour
Texas 211 website
Research 211 or another community resource database to find resources to meet the top ten needs. Keep this list of resources for future reference.
Share the list and the resources with your supervisor.
1 hour
SA 2.0
Know typical infant and toddler development (birth – 36 months)
MIW – Service Delivery
MIW – Bookshelf: Child Development
Review two resources from the Child Development section of the MIW Bookshelf. Discuss with your supervisor.
2 hours
SA 3.0
Know how the key principles for early intervention are implemented into all aspects of ECI service delivery
MIW - Intro MIW – Bookshelf: The 7 Key Principles
Read these documents:
Agreed upon Practices forProviding Early InterventionServices in Natural Environments
Seven Key Principles: LooksLike/Doesn’t Look Like
Key Principles for EffectiveIntervention
Discuss with your supervisor.
45 minutes
IPDP Progress Tracker for Service Coordinators Observations & Demonstrations and Supplementary Activities
4/9
Activity Number
Learning Objective for
Service Coordinators
Related Content
Supplementary Activities Learning Tasks Approximate
Time to Complete As
sign
ed
by
Supe
rvis
or
Date Completed/ Supervisor Signature Reference
Material Application or Assessment
SA 4.0
Know the purpose and intent of IDEA; including basic components and requirements
MIW – Most chapters address the applicable requirements of IDEA
FCCM – Section 1: Laws, Regulations and Rules
Slide 18 – Early Steps
Review slide. Although this training references Florida’s early childhood program, the information is applicable to Texas ECI.
1 minute
Slide 19 – Early Steps
Review slide. Although this training references Florida’s early childhood program, the information is applicable to Texas ECI.
1 minute
Celebrating 35 Years of IDEA
Watch the video. 9 minutes
Reflection Questions
Reflect on these questions in your journal. Share with your supervisor.
24 minutes
SA 5.0
Be able to fulfill the requirements of a Service Coordinator by implementing the pre enrollment activities according to agency procedures, ECI rule, and federal regulations
MIW – Pre Enrollment
FCCM – Section 2: Roles and Responsibilities
MIW – Pre Enrollment Section (Requirements in TAC and CFR, Activity 2.2, Helping the Family Prepare, Pre Enrollment Quiz)
Before completing the assigned activities – meet with your supervisor to discuss questions you have about pre enrollment.
Complete MIW Pre Enrollment (Requirements in TAC and CFR, Activity 2.2 – choose a different staff person to interview than the previous interview, Helping the Family Prepare, Pre Enrollment quiz).
45 minutes
FCCM: Roles and Responsibilities Part I
Complete FCCM: Roles and Responsibilities Part I.
Discuss with your supervisor after completing all activities and discuss any questions you still have about the pre enrollment process.
20 minutes
IPDP Progress Tracker for Service Coordinators Observations & Demonstrations and Supplementary Activities
5/9
Activity Number
Learning Objective for
Service Coordinators
Related Content
Supplementary Activities Learning Tasks Approximate
Time to Complete As
sign
ed
by
Supe
rvis
or
Date Completed/ Supervisor Signature Reference
MaterialApplication or Assessment
SA 6.0
Know the basic requirements and responsibilities for Service Coordinators related to evaluation and assessment
MIW – Evaluation and Assessment
FCCM – Section 2: Roles and Responsibilities
MIW –Eligibility section; Evaluation and Assessment section
Before completing the assigned activities – meet with your supervisor to discussquestions you have about the servicecoordinator’s role in evaluation andassessment. 2 hours
Complete MIW Evaluation and Assessment (Eligibility section and Evaluation and Assessment section).
FCCM: Roles and Responsibilities Part II
Complete FCCM: Roles and Responsibilities Part II.
35 minutes
Discuss with your supervisor after completing all activities. Discuss any questions you still have about the service coordinator’s role in the evaluation and assessment process.
20 minutes
SA 7.0
Be able to fulfill the requirements of a Service Coordinator by implementing IFSP activities according to agency procedures, ECI rule and federal regulations
MIW – IFSP
FCCM – Section 2: Roles and Responsibilities; Section 5: Needs Assessment; Section 6: Ongoing Services and Documentation
EIS IPDP - IFSP
Before completing the assigned activities – meet with your supervisor to discussquestions you have about the servicecoordinator’s role in IFSP development.
4 hours
Complete all activities in the EIS IPDP IFSP section except for the Global Child Outcomes module.
Discuss with your supervisor after completing all activities and discuss any questions you still have about the service coordinator’s role in IFSP development.
IPDP Progress Tracker for Service Coordinators Observations & Demonstrations and Supplementary Activities
6/9
Activity Number
Learning Objective for
Service Coordinators
Related Content
Supplementary Activities Learning Tasks Approximate
Time to Complete As
sign
ed
by
Supe
rvis
or
Date Completed/ Supervisor Signature Reference
MaterialApplication or Assessment
SA 8.0
Know the basic requirements and responsibilities for Service Coordinators related to Service Delivery
MIW – Service Delivery
FCCM - Section 2: Roles and Responsibilities
MIW – Service Delivery Section (ECI Approach to Services, Components of Services)
Before completing the assigned activities – meet with your supervisor to discussquestions you have about the servicecoordinator’s role in service delivery.
45 minutes Complete the assigned activities.
Discuss with your supervisor after completing all activities and discuss any questions you still have about the service coordinator’s role in service delivery.
SA 9.0
Be able to fulfill the requirements of a Service Coordinator by providing and documenting case management according to agency procedures, ECI rule, and federal regulations
MIW – Case Management
FCCM – Section 2: Roles and Responsibilities; Section 3: Required Skills; Section 4: Community Partnerships; Section 5: Needs Assessment; Section 6: Ongoing Services and Documentation
Before completing the assigned activities – meet with your supervisor to discussquestions you have about providing anddocumenting case management.
30 minutes
Webinar: Quality Services #6 – The Entire Clothesline
Watch the webinar. Write down any questions you have from the webinar in your journal and address them with your supervisor.
90 minutes
FCCM – Section 6: Ongoing Services and Documentation
Complete the section and related activities. Discuss with your supervisor.
45 minutes
IPDP Progress Tracker for Service Coordinators Observations & Demonstrations and Supplementary Activities
7/9
Activity Number
Learning Objective for Service Coordinators
Related Content
Supplementary Activities Learning Tasks Approximate
Time to Complete As
sign
ed
by
Supe
rvis
or
Date Completed/ Supervisor Signature Reference Material Application or Assessment
SA 10.0
Be able to fulfill the requirements of a Service Coordinator by implementing transition activities according to agency procedures, ECI rules, federal regulations, and required timelines
MIW – Transition
FCCM – Section 2: Roles and Responsibilities
How Can We Facilitate Transition – Key Practices andStrategies
Read Article: How Can We Facilitate Transition - Key Practices and Strategies.
25 minutes
Reflection Questions
Address the reflection questions in your journal. Discuss with your supervisor.
35 minutes
MIW Transition Complete the Transition Section of Making It Work.
2 hours
SA 11.0
Be able to accurately rate a child on the three global child outcomes at the initial and annual IFSP and at exit
MIW – IFSP Global Child Outcomes Module
Complete the module and all related activities.
6 hours
SA 12.0
Be able to accurately explain the Family Cost Share, implement the procedural safeguards related to the Family Cost Share, and assist families in completing the Family Cost Share forms
MIW – IFSP
FCCM – Section 2: Roles and Responsibilities; Section 7: Billing Case Management
How to Implement the Family Cost Share Module
Complete the module and all related activities.
3 hours
S 13.0
Be able to build rapport with families from diverse cultural and socioeconomic backgrounds
MIW – Intro
FCCM – Section 3: Required Skills
Article: Guidelines for Good Relationships
Read Article: Guidelines for Good Relationships. Discuss with your supervisor.
20 minutes
Observation Form
Observe another ECI specialist on a home visit as they develop and build rapport with a family. Discuss your observation with your supervisor.
1 hour
IPDP Progress Tracker for Service Coordinators Observations & Demonstrations and Supplementary Activities
8/9
Activity Number
Learning Objective for Service Coordinators Related Content
Supplementary Activities Learning Tasks Approximate
Time to Complete As
sign
ed
by
Supe
rvis
or Date Completed/ Supervisor Signature Reference Material Application or Assessment
SA 14.0 Know how to manage multiple priorities with competing timelines
N/A Managing Multiple Priorities webinar
Complete the webinar. Write down 5 tips for managing multiple priorities in your journal. Discuss with your supervisor.
1.25 hours
SA 15.0 Know how to manage conflict effectively
N/A Conflict Resolution Skills article
Read the article. Discuss with your supervisor. 30 minutes
SA 16.0 Know when and who to ask for help when needed
N/A
Lost Art of Asking for Help Article
Read the article. Discuss with your supervisor. 15 minutes
Video: How to Ask for Help Effectively
View the video. 3 minutes
SA 17.0
Know how to effectively handle change in the workplace
N/A
Video: Taking Charge of Change
View the video. 3 minutes
Video: Shift Happens
View the video. 3 minutes
Article: Managing Change and Being Flexible in Life
Read the article. 5 minutes
Write down 5 strategies or ideas for handling change in your journal. Discuss with your supervisor.
20 minutes
SA 18.0
Be able to practice cultural competence during interactions with team members and infants and toddlers with disabilities and their families
MIW – Pre Enrollment; Service Delivery
FCCM – Section 3: Required Skills for Service Coordinators
Participate in a 3 hour (or longer) workshop about cultural competency. College courses related to cultural competency can also meet this requirement. The 3 hour requirement can be met through a 3 hour course or a combination of shorter courses/presentations to equal 3 hours. The workshop can be face to face, a webinar, a video training, or a facilitated discussion and can be presented by internal agency staff, program staff, or an outside trainer.
3 Hours
Discussion Questions
Answer the discussion questions in your journal. Share with yoursupervisor.
45 minutes
IPDP Progress Tracker for Service Coordinators Observations & Demonstrations and Supplementary Activities
9/9
Activity Number
Learning Objective for Service
Coordinators Related Content
Supplementary Activities Learning Tasks Approximate
Time to Complete As
sign
ed
by
Supe
rvis
or Date Completed/ Supervisor Signature Reference Material Application or Assessment
SA 19.0
Be able to successfully communicate with team members, referral sources, community partners, and families
MIW – Intro; Pre Enrollment
FCCM – Section 3: Required Skills for Service Coordinators
Principles of Effective Communication (article and video clips)
Read the article and watch the videos. Discuss what you have learned with your supervisor.
30 minutes
SA 20.0
Use effective interpersonal skills to build quality early intervention teams
MIW – Intro
FCCM – Section 3: Required Skills for Service Coordinators
Article: Twelve Ways to Build an Effective Team
Article: Ten Qualities of an Effective Team Player
Article: Eight Essential People Skills
Read the articles. In your journal write 5 strategies you learned from the articles that can apply to your teams. Discuss with your supervisor.
30 minutes
SA 21.0
Know how to recognize and respond to an ethical dilemma
N/A Ethics Making Better Decisions
Complete the module and all related activities. Discuss with your supervisor.
1.25 hours
Completion Date: SC Signature:
Program Director Signature: Supervisor Signature:
IPDP Progress Tracker for LPHA and Other Staff Supplementary Activities Name:
Supplementary Activities
Assi
gned
by
Supe
rvis
or
Date Completed/ Supervisor Signature Activity
Number Learning Objective
Related Content
Supplementary Activities Learning Tasks Approximate Time to
Complete Reference Material
Application or Assessment
SA 1.0
Have an understanding of resources available in the community
MIW – Case Management
MIW - Activity 6.3 Get to Know Resources in the Community in Making It Work
Before completing the assigned activity – meet with your supervisor to discuss questions you have about resources in your community. Complete the activity and then discuss with your supervisor.
1 hour
SA 2.0
Know typical infant and toddler development (birth – 36 months)
MIW – Service Delivery
MIW – Bookshelf: Child Development
Review two resources from the Child Development section of the MIW Bookshelf. Discuss with your supervisor.
2 hours
SA 3.0
Know how the key principles for early intervention are implemented into all aspects of ECI service delivery
MIW - Intro MIW – Bookshelf: The 7 Key Principles
Read these documents:
Agreed upon Practices forProviding Early InterventionServices in Natural Environments
Seven Key Principles: LooksLike/Doesn’t Look Like
Key Principles for EffectiveIntervention
Discuss with your supervisor.
45 minutes
SA 4.0
Know the purpose and
intent of IDEA; including basic
components and requirements
MIW – Most chapters address the applicable requirements of IDEA
Slide 18 – Early Steps
Review slide. Although this training references Florida’s early childhood program, the information is applicable to Texas ECI.
1 minute
Slide 19 – Early Steps
1 minute
Celebrating 35 Years of IDEA
Watch the video. 9 minutes
Reflection Questions
Reflect on these questions in your journal. Discuss with your supervisor.
24 minutes
1/9
IPDP Progress Tracker for LPHA and Other Staff Supplementary Activities
2/9
Activity Number Learning Objective Related
Content
Supplementary Activities Learning Tasks Approximate
Time to Complete Assi
gned
by
Su
perv
isor
Date Completed/ Supervisor Signature Reference
Material Application or Assessment
SA 5.0
Know the type of information that is collected during pre-enrollment and be able to complete any required activities according to agency procedures, ECI rule, and federal regulations
MIW – Pre Enrollment
MIW – Pre Enrollment Section (Requirements in TAC and CFR, Activity 2.2, Helping the Family Prepare, Pre Enrollment Quiz)
Before completing the assigned activities – meet with your supervisor to discuss questions you have about pre enrollment.
Complete MIW Pre Enrollment (Requirements in TAC and CFR, Activity 2.2 – choose a different staff person to interview than the previous interview, Helping the Family Prepare, Pre Enrollment quiz).
45 minutes
Discuss with your supervisor after completing all activities and discuss any questions you still have about the pre enrollment process.
20 minutes
SA 6.0
Be able to complete required evaluation and assessment activities according to agency procedures, ECI rule and federal regulations
MIW – Evaluation and Assessment
EIS IPDP Module – Evaluation and Assessment
Before completing the assigned activities – meet with your supervisor to discuss questions you have about evaluation and assessment.
Complete tasks 2, 4, and 6 in the EIS IPDP Module – Evaluation and Assessment.
6 hours
Discuss with your supervisor after completing all activities and discuss any questions you still have about the evaluation and assessment process.
20 minutes
IPDP Progress Tracker for LPHA and Other Staff Supplementary Activities
3/9
Activity Number Learning Objective Related
Content
Supplementary Activities Learning Tasks Approximate
Time to Complete As
sign
ed
by
Supe
rvis
or
Date Completed/ Supervisor Signature Reference Material Application or Assessment
SA 7.0
Be able to complete required IFSP activities according to agency procedures, ECI rule and federal regulations
MIW – IFSP EIS IPDP Module – IFSP
Before completing the assigned activities – meet with your supervisor to discussquestions you have about IFSP.
Complete tasks 1-3 and 5-8 in the EIS IPDP Module – IFSP.
3 hours
Discuss with your supervisor after completing all activities and discuss any questions you still have about the IFSP process.
20 minutes
SA 8.0
Be able to deliver services according to agency procedures, ECI rule, and federal regulations
MIW – Service Delivery
Early Intervention Strategies link from Associations and Blogs book on the MIW Bookshelf.
Review the blog posts with the “Early Intervention” tag.
2 hours Discuss with your supervisor. Discuss any questions you still have about service delivery.
SA 9.0
Know what information should be shared with the Service Coordinator on the team and how the Service Coordinator supports families
MIW – Case Management
FCCM – Section 6: Ongoing Services and Documentation
Complete the section and related activities. Discuss with your supervisor.
45 minutes
SA 10.0
Be able to implement transition activities according to agency procedures, ECI rules, federal regulations, and required timelines
MIW – Transition
How Can We Facilitate Transition – Key Practices and Strategies
Read Article: How Can We Facilitate Transition - Key Practices and Strategies.
25 minutes
Reflection Questions
Address the reflection questions in your journal. Share with your supervisor.
35 minutes
MIW Transition Complete the Transition Section of Making It Work.
2 hours
IPDP Progress Tracker for LPHA and Other Staff Supplementary Activities
4/9
Activity Number Learning Objective
Related Content
Supplementary Activities Learning Tasks Approximate
Time to Complete As
sign
ed
by
Supe
rvis
or
Date Completed/ Supervisor Signature Reference
MaterialApplication or Assessment
SA 10.1
Be able to accurately use the Battelle Developmental Inventory to
determine eligibility
MIW – Evaluation and Assessment
BDI – Difficult Items Modules
Complete the modules. Discuss with your supervisor.
2 hours
SA 10.2
Be able to accurately use the Hawaii Early Learning Profile to determine eligibility for qualitative determination delay
MIW – Evaluation and Assessment
Help with the HELP
Complete the module. Discuss with your supervisor.
1.5 hours
SA 11.0
Be able to accurately rate a child on the three global child outcomes at the initial and annual IFSP and at exit
MIW – IFSP Global Child Outcomes Module
Complete the module and all related activities. 6 hours
SA 12.0
Be able to accurately explain the Family Cost Share, implement the procedural safeguards related to the Family Cost Share, and assist families in completing the Family Cost Share forms
MIW – IFSP
How to Implement the Family Cost Share Module
Complete the module and all related activities. 3 hours
IPDP Progress Tracker for LPHA and Other Staff Supplementary Activities
5/9
Activity Number Learning Objective Related
Content
Supplementary Activities Learning Tasks Approximate
Time to Complete As
sign
ed
by
Supe
rvis
or
Date Completed/ Supervisor Signature Reference
MaterialApplication or Assessment
SA 12.1
Be able to develop procedures and strategies to address speech development during daily activities
N/A ASHA website
Review the ASHA speech and language developmental milestones from birth to age three and the “What can I do to Help” topics for each section.
15 minutes
Pick a Help at Home topic for language development for a child in each age group listed: birth – 6 months, 7 – 12 months, 13 – 18 months, 19 – 24 months, 25 – 30 months, and 31 – 36 months. Explain the strategies/procedures to your supervisor as if explaining it to an ECI family. The explanation should include why he/she is suggesting this strategy for the child (I.e. – what outcome are you working on).
30 minutes
SA 12.2
Be able to develop procedures and strategies to address motor development during daily activities
N/A
Gross Motor website
Fine Motor website
Review the gross motor milestones and the “Parenting Tips” for each age group from birth to age three.
Review the fine motor milestones and the “Parenting Tips” for each age group from birth to age three.
15 minutes
Pick a Help at Home topic for either fine or gross motor for a child in each age group listed: birth – 6 months, 7 – 12 months, 13 – 18 months, 19 – 24 months, 25 – 30 months, and 31 – 36 months. Explain the strategies/procedures to your supervisor as if explaining it to an ECI family. The explanation should include why he/she is suggesting a strategy for this child. child (I.e. – what outcome are you working on).
30 minutes
IPDP Progress Tracker for LPHA and Other Staff Supplementary Activities
6/9
Activity Number Learning Objective Related
Content
Supplementary Activities Learning Tasks Approximate
Time to Complete As
sign
ed
by
Supe
rvis
or
Date Completed/ Supervisor Signature Reference
MaterialApplication or Assessment
SA 12.3
Be able to develop procedures and strategies to address cognitive development during daily activities
N/A Cognitive skills website
Review cognitive milestones and the “Parenting Tips” for each age group from birth to age three and the cognitive development “Red Flags”.
15 minutes
Pick a Help at Home topic for a cognitive skill for a child in each age group listed: birth – 6 months, 7 – 12 months, 13 – 18 months, 19 – 24 months, 25 – 30 months, and 31 – 36 months. Explain the strategies/procedures to your supervisor as if explaining it to an ECI family. The explanation should include why he/she is suggesting a strategy for this child. (I.e. – what outcome are you working on)
30 minutes
SA 12.4
Be able to develop procedures and strategies to address social-emotional development during daily activities
N/A Social Emotional Skills website
Review the social emotional milestones from birth to age three.
15 minutes
Pick a Help at Home topic for a social emotional skill for a child in each age group listed: birth – 6 months, 7 – 12 months, 13 – 18 months, 19 – 24 months, 25 – 30 months, and 31 – 36 months. Explain the strategies/procedures to your supervisor as if explaining it to an ECI family. The explanation should include why he/she is suggesting a strategy for this child. (I.e. – what outcome are you working on)
30 minutes
SA 12.5
Be able to develop procedures and strategies to address adaptive/self-help development during daily activities
N/A Feeding Milestones and Red Flags
Review feeding milestones and the “Parenting Tips” for each age group from birth to age three and the feeding “Red Flags”.
15 minutes
Pick a Help at Home topic for a self-help or adaptive skill for a child in each age group listed: birth – 6 months, 7 – 12 months, 13 – 18 months, 19 – 24 months, 25 – 30 months, and 31 – 36 months. Explain the strategies/procedures to your supervisor as if explaining it to an ECI family. The explanation should include why he/she is suggesting a strategy for this child. (I.e. – what outcome are you working on)
30 minutes
IPDP Progress Tracker for LPHA and Other Staff Supplementary Activities
7/9
Activity Number Learning Objective Related Content
Supplementary Activities Learning Tasks Approximate
Time to Complete As
sign
ed
by
Supe
rvis
or
Date Completed/ Supervisor Signature Reference Material Application or Assessment
SA 13.0
Be able to build rapport with families from diverse cultural and socioeconomic backgrounds
MIW – Intro
Article: Guidelines for Good Relationships
Read Article: Guidelines for Good Relationships. Discuss with your supervisor.
20 minutes
Observation Form
Observe another ECI specialist on a home visit as they develop and build rapport with a family. Discuss your observation with your supervisor.
1 hour
SA 14.0 Know how to manage multiple priorities with competing timelines
N/A Managing Multiple Priorities webinar
Complete the webinar. Write down 5 tips for managing multiple priorities in your journal. Share with your supervisor.
1.25 hours
SA 15.0 Know how to manage conflict effectively
N/A Conflict Resolution Skills article
Read the article. Discuss with your supervisor.
30 minutes
SA 16.0 Know when and who to ask for help when needed
N/A
Lost Art of Asking for Help Article
Read the article. Discuss with your supervisor.
15 minutes
Video: How to Ask for Help Effectively
View the video. 3 minutes
SA 17.0
Know how to effectively handle change in the workplace
N/A
Video: Taking Charge of Change
View the video. 3 minutes
Video: Shift Happens
View the video. 3 minutes
Article: Managing Change and Being Flexible in Life
Read the article. 5 minutes
Write down 5 strategies or ideas for handling change in your journal. Discuss with your supervisor.
20 minutes
IPDP Progress Tracker for LPHA and Other Staff Supplementary Activities
8/9
Activity Number Learning Objective Related
Content
Supplementary Activities Learning Tasks Approximate
Time to Complete As
sign
ed
by
Supe
rvis
or
Date Completed/ Supervisor Signature Reference Material Application or Assessment
SA 18.0
Be able to practice cultural competence during interactions with team members and infants and toddlers with disabilities and their families
MIW – Pre Enrollment; Service Delivery
Discussion Questions
Participate in a 3 hour (or longer) workshop about cultural competency. College courses related to cultural competency can also meet this requirement. The 3 hour requirement can be met through a 3 hour course or a combination of shorter courses/presentations to equal 3 hours. The workshop can be face to face, a webinar, a video training, or a facilitated discussion and can be presented by internal agency staff, program staff, or an outside trainer.
3 Hours
Answer the discussion questions in your journal. Share with yoursupervisor.
45 minutes
SA 19.0
Be able to successfully communicate with team members, referral sources, community partners, and families
MIW – Intro; Pre Enrollment
Principles of Effective Communication (article and video clips)
Read the article and watch the videos. Discuss what you have learned with your supervisor.
30 minutes
SA 20.0
Use effective interpersonal skills to build quality early intervention teams
MIW – Intro
Article: Twelve Ways to Build an Effective Team
Article: Ten Qualities of an Effective Team Player
Article: Eight Essential People Skills
Read the articles. In your journal write 5 strategies you learned from the articles that can apply to your teams. Discuss with your supervisor.
30 minutes
IPDP Progress Tracker for LPHA and Other Staff Supplementary Activities
9/9
Activity Number Learning Objective Related
Content
Supplementary Activities Learning Tasks Approximate
Time to Complete As
sign
ed
by
Supe
rvis
or
Date Completed/ Supervisor Signature Reference Material Application or Assessment
SA 21.0
Know how to recognize and respond to an ethical dilemma
N/A Ethics Making Better Decisions
Complete the module and all related activities. Discuss with your supervisor.
1.25 hours
Other Supplementary Activities or Observations Required by Program
Completion Date: Staff Signature:
Program Director Signature: Supervisor Signature: