Orientation: Making It Work

Page 2/62

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

Page 3/62

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.

Page 4/62

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 26, Chapter 350: Subchapter C – 350.309:b) The contractor must comply with HHSC 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 HHSC 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 HHSC 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 §§350.313(c), 350.315(c), and 350.317(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).

(f) 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.

Back to Table of Contents

Page 5/62

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 26, Chapter 350: Subchapter C – 350.311, 350.313, 350.315, 350.317

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,

Back to Table of Contents

Page 6/62

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

Back to Table of Contents

Page 7/62

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. Please refer to the EIS IPDP Supervisor Guidelines for waiving requirements for an EIS. A new EIS may not waive any IPDP activities. Ifobservation 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 26, Chapter 350: Subchapter C – 350.315A 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 biennial 20 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.

Back to Table of Contents

Page 8/62

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 providedand 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 biennial 20 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 Section Completion Dates (due with the IPDP Completion summary) IPDP Completion Summary (due within one year of hire) Continuing Professional Education Record (due biennially 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,

Back to Table of Contents

Page 9/62

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 26, Chapter 350: Subchapter C – 350.313To 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. Each section of the IPDP (e.g., Mission, Philosophy, and Key Principles; Evaluation and Assessment; etc.) has a completion date line, which should be entered into the EIS Registry with the corresponding sections. The printed summary sheet is also entered into the web-based EIS Registry by your program. Please encouragestaff (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 HHSC 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.

Back to Table of Contents

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

Biennial 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

Back to Table of Contents

Page 11/62

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.

Back to Table of Contents

Page 12/62

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.

Back to Table of Contents

Page 13/62

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.

Back to Table of Contents

Page 14/62

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.

Back to Table of Contents

Page 15/62

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

Back to Table of Contents

Page 16/62

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

Back to Table of Contents

Page 17/62

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.

Back to Table of Contents

Page 18/62

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.

Back to Table of Contents

Page 19/62

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

Back to Table of Contents

Page 20/62

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.

Back to Table of Contents

Page 21/62

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: https://hhs.texas.gov/doing-business-hhs/provider-portals/assistive-services-providers/early-childhood-intervention-programs/training-technical-assistance/global-child-outcomes.

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.

Back to Table of Contents

Page 22/62

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.

Back to Table of Contents

Page 23/62

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.

Back to Table of Contents

Page 24/62

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.

Back to Table of Contents

Page 25/62

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.

Back to Table of Contents

Page 26/62

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

Back to Table of Contents

Page 27/62

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

Back to Table of Contents

Page 28/62

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

Back to Table of Contents

Page 29/62

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.

Back to Table of Contents

Page 30/62

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

Back to Table of Contents

Page 31/62

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.

Back to Table of Contents

Page 32/62

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

Back to Table of Contents

Page 33/62

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

Back to Table of Contents

Page 34/62

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.

Back to Table of Contents

Page 35/62

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

Back to Table of Contents

Page 36/62

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

Back to Table of Contents

Page 37/62

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

*New EISs may not waive any IPDP activities. Returning EISs may waive activities if they score a 4 or a5. If the supervisor determines the staff’s knowledge in any area is not sufficient to perform his/herrequired tasks, 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)

___ 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 should be directed to local resources available in your community. Rating of 2-5: No further requirements.

Rating of 1 or 2: EIS should be directed to supplemental training on infant and toddler development. Rating of 3, 4, or 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 should be directed to TAC related to Referral and Initial Contact. 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.

Back to p.8

___ Rules and procedures for ECI Service Delivery

All EISs are required to complete the EIS IPDP credentialing module that provides additional training on ECI Service Delivery.

___ Rules and procedures for ECI Case Management • Rating of 1 or 2: Supervisor determines if additional training is required. If so, EIS should be directed to

TAC.• Rating of 3, 4, or 5: No further requirements.

Page 38/62

___ The Battelle Developmental Inventory

___ The Hawaii Early Learning Profile (HELP)

___ Determining Global Child Outcomes ratings

*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.

All EISs are required to complete the EIS IPDP credentialing module that provides additional training on the BDI

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.

Back to p.8

___ The Developmental Assessment of Young Children-2 All EISs are required to complete the EIS IPDP credentialing module that provides additional training on the DAYC-2.

___ Rules and procedures for ECI Transition

Rating of 1 or 2: EIS should be directed to TAC. Rating of 3, 4, or 5: No further requirements.

Strategies to address speech development during daily activities

Strategies to address motor development during daily activities

EIS will list 3-5 examples of how to implement speech/language strategies during daily activities. For assistance, the EIS should be directed to: http://www.asha.org/public/speech/development/chart.htm

EIS will list 3-5 examples of how to implement motor strategies during daily activities. For assistance, the EIS should be directed to: http://www.earlyinterventionsupport.com/development/grossmotor/default.aspxhttp://www.earlyinterventionsupport.com/development/finemotor/default.aspx

Strategies to address cognitive development during daily activities

EIS will list 3-5 examples of how to implement cognitive strategies during daily activities. For assistance, the EIS should be directed to: http://www.earlyinterventionsupport.com/development/cognitive/default.aspx

Page 39/62

Back to p.8

Strategies to address social-emotional development during daily activities

EIS will list 3-5 examples of how to implement social-emotional strategies during daily activities. For assistance, the EIS should be directed to: http://www.pbs.org/wholechild/abc/social.html

Strategies to address social-emotional development during daily activities

EIS will list 3-5 examples of how to implement social-emotional strategies during daily activities. For assistance, the EIS should be directed to: http://www.earlyinterventionsupport.com/development/feeding/default.aspx

___ Establishing and building rapport with families

Rating of 1 or 2: EIS completes the Supplementary Activities 13.0 (See EIS IPDP). Rating 3, 4, or 5: No further requirements.

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).

Page 40/62

___ 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.

Back to p.8

Page 41/62

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).

Back to p.8

Page 42/62

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.

Back to p.8

Page 43/62

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.

Back to p.8

Page 44/62

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.

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 EIS IPDP).

Back to p.8

Page 45/62

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.

Back to p.8

Page 46/62

___ 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.

Back to p.8

Page 47/62

___ 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.

Back to p.8

Page 48/62

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).

Back to p.8

Page 49/62

___ 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.

Back to p.8

Page 50/62

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,

Back to p.8

Page 51/62

- 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.

Back to p.8

Page 52/62

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

Back to p.8

Page 53/62

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).

Back to p.8

Page 54/62

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.

Back to p.8

Page 55/62

___ 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.

Back to p.8

Page 56/62

___ 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.

Back to p.8

Page 57/62

___ 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).

Back to p.8

Page 58/62

___ 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).

Back to p.8

Page 59/62

___ 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.

Back to p.8

Page 60/62

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

Back to p.8

Page 61/62

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

Back to p.8

Page 62/62

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).

Back to p.8

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)

Back to p.8

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

Back to p.8

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

Back to p.8

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

Back to p.8

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: Global Child Outcomes

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

Back to p.8

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

Back to p.8

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

Back to p.8

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

Back to p.8

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?

Back to p.8

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

Back to p.8

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.

Back to p.8

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

Back to p.8

(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.

Back to p.8

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

Back to p.8

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.

Back to p.8

Individualized Professional Development Plan (IPDP) for Early Intervention Specialists (EISs)

1 Version: June 2021

Updated: 6/14/2021

Instructions

The Early Intervention Specialist (EIS), Individualized Professional Development Plan (IPDP) is the final part of the credentialing process for EISs. An EIS must complete the Making It Work (MIW) training module and the staff self- assessment prior to starting the EIS IPDP. The EIS IPDP should be completed in tandem with the EIS IPDP Credentialing module, a streamlined and self-paced process for certifying an EIS employed by Texas ECI contractors. Learning activities, observations and demonstrations are directly related to the job responsibilities of an EIS.

For detailed instructions and guidelines for the EIS IPDP, please refer to the IPDP Supervisor Guidelines.

* Note: Links to reference materials, applications, and assessments are located within the EIS IPDP Credentialing module. Please refer to this module and follow along on the EIS IPDP for all necessary materials.

Staff Self-Assessment

Prior to beginning the EIS IPDP, all newly hired staff must complete the staff self-assessment. If a newly hired EIS has never been credentialed before, they must complete the EIS IPDP in its entirety. No activities can be waived.

If an EIS has previously worked for an ECI program, their IPDP may be streamlined based on their staff self-assessment. If the returning EISs scores a 1, 2 or 3 on the staff self-assessment, the rating will be carried over onto the IPDP for completion. Waiving of completing objectives can occur if the returning EIS scores a 4 or 5, which demonstrates they have knowledge and skills in this area. The supervisor and returning EIS may also decide that it would be in their best interest to complete these objectives to continue learning and acquiring skills, in order to be successful in the field delivering services to the families.

There are two sections that are required for all EISs:

• Mission, Philosophy and Key Principles

o Objective - Develop understanding of state and federal requirements pertaining to EISs

o Objective - Learn about the EIS Code of Ethics and the EIS Statement of Excellence

• Service Delivery

o Objective - Know Texas Administrative Code (TAC) requirements for Specialized Skills Training (SST)

o Objective - Understand the difference between SST and other services

Getting Started on the EIS IPDP

The EIS may print out a course packet with the worksheets and handouts from various slides and store them in a binder or folder. Once the EIS comes to the slide that references the document, the EIS can then complete the document. After completion, they will need to share the results with their supervisor.

Individualized Professional Development Plan (IPDP) for Early Intervention Specialists (EISs)

2 Version: June 2021

EISs use the “IPDP for Early Intervention Specialists” as a way to:

• Keep track of their progress in the process,

• View the learning objectives for EISs and see how they relate to MIW, and

• Build accountability by having their supervisor sign and date the document.

The module works best if the EIS uses the “Next,” “Previous,” “Submit,” and “Continue” buttons built into the module and avoids using the menu drop down located on the far left of the module.

Filling Out the EIS IPDP and Data Entry

Upon completion of each learning objective, the EIS Supervisor will document the completion date and provide their signature in the column labeled “Date Completed/Supervisor Signature”.

Upon completion of each section (e.g.: Mission, Philosophy and Key Principles or Evaluation and Assessment), the EIS Supervisor will document the completion date for the entire section and provide their signature at the end of each section, in the “Section Completion Date” and “Supervisor Signature” line. This is the date to be recorded on the EIS Registry for each corresponding section.

Once the EIS has completed all credentialing activities on the IPDP, the program director, EIS supervisor(s), and EIS sign and date the last page of the “IPDP for Early Intervention Specialists.” Programs enter this date into the EIS Registry as the completion date for the Final IPDP. The state office reviews the data entered and enters an approval date, along with e-mailing the program director a letter of completion and mailing a certificate to your program.

If you have any questions regarding the completion of the EIS IPDP or the data entry in the EIS Registry, please contact the Early Intervention Credentialing Specialist at eci.eisregistry@hhs.texas.gov.

Individualized Professional Development Plan (IPDP) for Early Intervention Specialists (EISs)

3 Version: June 2021

EIS Name:

Mission, Philosophy and Key Principles Date Completed/ Supervisor Signature Learning Objective

for EISs

If activity has been completed with Service

Coordinator IPDP, document below

Learning Tasks in EIS Credentialing Module

Reference Material Application or Assessment

Obtain hands-on learning experience of the ECI service delivery model

Shadow two ECI visits of any service: SST, Speech, PT, OT, etc.

Debrief with Supervisor.

Develop understanding of state regulations pertaining to EISs

Read about the EIS in TAC

Check your understanding 1.1: find reference in TAC (1 question; feedback in module)

Learn about the EIS Code of Ethics and the EIS Statement of Excellence and relate them to daily work

Read “EIS Code of Ethics”

Check your understanding 1.2: “Is this ethical?” (4 scenarios; feedback in module)

Read “EIS Statement of Excellence”

Self-Reflection (worksheet “Personalized Statement of Excellence”; debrief with supervisor)

Learn how cultural differences impact services and develop cultural competence

Read “Cultural Competence article 1”

Check your understanding 1.3: “Cultural Awareness vs. Cultural Competence” (drag and drop; feedback in module)

Rank values for self and family of origin (drag and drop)

Read “Cultural Competence article 2”

Worksheet “Cultural Scenarios” (debrief with supervisor)

Read blog on cultural differences

Answer questions within blog (debrief with supervisor)

Mission, Philosophy, and Key Principles Completion Date: ________ Supervisor Signature: ___________________________________

Individualized Professional Development Plan (IPDP) for Early Intervention Specialists (EISs)

4 Version: June 2021

Evaluation and Assessment Date Completed/ Supervisor Signature Learning Objective for

EISs

If activity has been completed with Service

Coordinator IPDP, document below

Learning Tasks in EIS Credentialing Module

Reference Material Application or Assessment

Develop understanding of state requirements pertaining to eligibility, evaluation, and assessment.

Read about eligibility, evaluation, and assessment in TAC.

Check your understanding 2.1: find reference in TAC (1 question; feedback in module)

Expand knowledge of environmental risk factors and medical diagnoses, and understand how these conditions impact child development

Research three medical diagnoses

Worksheet “Medical Diagnosis Activity” (debrief with supervisor)

Read “Environmental Risk Factors”

Check Your Understanding 2.2: Environmental Risk Factors (2 questions; debrief with supervisor)

Read “Low Birth Weight”

Check Your Understanding 2.3: Low Birth Weight (2 questions; debrief with supervisor)

Read “Birth Defects”

Check Your Understanding 2.4: Birth Defects (2 questions; debrief with supervisor)

Read “Prematurity”

Check Your Understanding 2.5: Prematurity (2 questions; debrief with supervisor)

Identify and address common challenges with administration of the BDI

Read “Evaluation and Eligibility Q&A”

Check your understanding 2.6: BDI- 2 and Eligibility (6 questions; feedback in module)

Watch “BDI & Eligibility The Mythbusters Edition”

Write in Journal (debrief with supervisor)

Read “Accommodations to Consider When Using the BDI-2 for Children with Disabilities”

Write in Journal (debrief with supervisor)

Individualized Professional Development Plan (IPDP) for Early Intervention Specialists (EISs)

5 Version: June 2021

Evaluation and Assessment Continued Date Completed/ Supervisor Signature Learning Objective for

EISs If activity has been

completed with Service Coordinator IPDP, document below

Learning Tasks in EIS Credentialing Module Reference Material Application or Assessment

Identify and address common challenges with administration of the DAYC-2

Review DAYC-2 Resource Packet Write in Journal (debrief with supervisor)

Recommended: Watch “Use of the DAYC-2 in Texas ECI”

Write in Journal (debrief with supervisor)

Know how to implement the evaluation and assessment process for infants six months and younger

Watch “Evaluation and Needs Assessment for Very Young Infants”

Write in Journal (debrief with supervisor)

Know how to implement the evaluations and assessment process for children in bilingual environments

Watch “Evaluation & Assessment” (Part 1) Cultural Considerations

Check your understanding 2.7: Cultural Considerations (1 question; feedback in module)

Watch “Evaluation & Assessment” (Part 2) Difference vs. Disorder

Write in Journal (debrief with supervisor)

Watch “Evaluation & Assessment” (Part 3) Interpreting the BDI-2

Check your understanding 2.8: Interpreting the BDI-2 (1 question; feedback in module)

Know how to administer the HELP

Complete “Help with the HELP” module - see supervisor for access

Activities are built into module

Be able to determine further need for evaluation in the six required areas and complete the Needs Assessment, Identification and Referral form

Review Zoe’s referral & check your understanding 2.9: Zoe’s Eligibility (1 question; feedback in module)

Fill out the Needs Assessment, ID and Referral Checklist for Zoe & check your understanding 2.10: Needs Assessment, ID and Referral (1 question; feedback in module with answer key)

Evaluation and Assessment Completion Date: _____________ Supervisor Signature: ___________________________

Individualized Professional Development Plan (IPDP) for Early Intervention Specialists (EISs)

6 Version: June 2021

IFSP Date Completed/ Supervisor Signature Learning Objective for

EISs

If activity has been completed with Service

Coordinator IPDP, document below

Learning Tasks in EIS Credentialing Module

Reference Material Application or Assessment

Develop understanding of state requirements pertaining to the IFSP.

Read about the Individualized Family Service Plan in TAC

Check your understanding 3.1: Find reference in TAC (1 question; feedback in module)

Identify strategies for conducting an effective Routines Based Intervention (RBI)

Read “The Individual Family Service Plan”

Write in Journal (debrief with supervisor)

Read “Considerations for Planning RBI”

Write Notes in Journal (debrief with supervisor)

Identify strategies for gathering information from the family to facilitate a reciprocal process

Read “Gathering and Giving Information to Families”

Check your understanding 3.2: Gathering and Giving (3 questions; feedback in module)

Know the three global child outcomes; be able to assign and document outcome ratings

Complete Global Child Outcomes training

Activities are built into module

Be able to complete appropriate documentation for the IFSP

Review example of poor documentation

Critique documentation & write in journal (debrief with supervisor)

Review guidelines for outcomes

Apply outcome guidelines & write in journal (debrief with supervisor)

Be able to assess a child’s functional abilities, strengths, needs and priorities

Listen to Zoe’s RBI & complete a comprehensive needs assessment (debrief with supervisor)

Individualized Professional Development Plan (IPDP) for Early Intervention Specialists (EISs)

7 Version: June 2021

IFSP Continued Date Completed/ Supervisor Signature Learning Objective for

EISs If activity has been

completed with Service Coordinator IPDP, document below

Learning Tasks in EIS Credentialing Module Reference Material Application or Assessment

Be able to write functional, measurable outcomes

Review checklist & write an outcome for Zoe (debrief with supervisor)

Know how to identify when a change to an outcome is needed during a periodic review

Review new information about Zoe & check your understanding 3.3: Zoe’s Periodic Review (1 question; feedback in module)

IFSP Completion Date: ____________ Supervisor Signature: ______________________

Individualized Professional Development Plan (IPDP) for Early Intervention Specialists (EISs)

8 Version: June 2021

Service Delivery Completion Date: ____________

Supervisor Signature: ________________________________

Service Delivery Date Completed/ Supervisor Signature

Learning Objective for EISs If activity has been

completed with Service Coordinator IPDP, document below

Learning Tasks in EIS Credentialing Module

Reference Material Application or Assessment

Know TAC requirements for SST

Required sections from the SST workbook include: • Service delivery -

SST • Documentation • Developmental

strategies • Birth-12

Months • 12-24 Months • 24-36 Months

Read about SST in TAC

Check your understanding 4.1: find reference in TAC (1 question; feedback in module)

Understand the difference between SST and other services

Review SST brochure

SST vs. therapy diagram (5 questions; feedback in module)

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 in module)

Identify fundamental techniques for providing SST, and write progress notes

SST Workbook material and activities based on Self-Assessment

Activities built into SST Workbook

Know how to modify strategies for children with visual impairments

Watch VI video Write in Journal (debrief with supervisor)

Read VI article Write in Journal (debrief with supervisor)

Know how to modify strategies for children who are deaf or hard of hearing

Watch Deaf/Hard of Hearing video Write in Journal (debrief with supervisor)

Read Deaf/Hard of Hearing article Write in Journal (debrief with supervisor)

Be able to document SST

Review information about Zoe & complete SST note(debrief with supervisor)

Individualized Professional Development Plan (IPDP) for Early Intervention Specialists (EISs)

9 Version: June 2021

Observations & Demonstrations Date Completed/ Supervisor Signature

Learning Objective for EISs If activity has been

completed with Service Coordinator IPDP, document below

Learning Tasks in EIS Credentialing Module

Reference Material Application or Assessment

Learn how cultural differences impact services

Complete one observation

Worksheet “Family Observation” (debrief with supervisor)

Demonstrate competency in the evaluation and assessment of a child

Complete two observations

Worksheet “Eligibility Determination Observation” (debrief with supervisor)

Complete one demonstration of evaluation and assessment

Worksheet “Eligibility Determination Demonstration” (debrief with supervisor)

Demonstrate competency participating in developing an IFSP

Observe one initial IFSP

Worksheet “Initial IFSP Observation” (debrief with supervisor)

Observe one annual IFSP Worksheet “Annual Evaluation of the IFSP” (debrief with

supervisor)

Observe one periodic review

Worksheet “Observation – Periodic Review” (debrief with supervisor)

Complete one demonstration of participating in an IFSP meeting

Worksheet “IFSP Demonstration” (debrief with supervisor)

Individualized Professional Development Plan (IPDP) for Early Intervention Specialists (EISs)

10 Version: June 2021

Observations & Demonstrations Continued Date Completed/ Supervisor Signature

Learning Objective for EISs If activity has been

completed with Service Coordinator IPDP, document below

Learning Tasks in EIS Credentialing Module

Reference Material Application or Assessment

Learn how to incorporate intervention strategies and techniques into family routines

Observe two service delivery visits: 1. OT 2. PT

Worksheet “Sensory Motor Child Observation” (debrief with supervisor)

Observe one service delivery visit of a speech therapist.

Worksheet “Language or Cognition Child Observation” (debrief with supervisor)

Observe one service delivery visit of an infant mental health provider.

Worksheet “Social or Emotional Child Observation” (debrief with supervisor)

Observe one service delivery: child with a visual impairment

Worksheet “AI/VI Child Observation” (debrief with supervisor)

Observe one service delivery: child who is deaf or hard of hearing

Observe one service delivery: child with a medical diagnosis

Worksheet “Medical Diagnosis Child Observation” (debrief with supervisor)

Complete two observations of service delivery – SST (one Telehealth if applicable)

Worksheet “Demonstration – Service Delivery” (debrief with supervisor)

Observations & Demonstrations Completion Date: ____________

Supervisor Signature: ________________________________

11 Version: June 2021

Supplementary Activities Continued

Activity Number

If activity has been completed with Service

Coordinator IPDP, document below

Learning Objective for EISs

Learning Tasks Date Completed/ Supervisor Signature

Reference Material Application or Assessment

SA 13

Be able to establish and build rapport with families

Guidelines for Good Relationships

Read article (debrief with supervisor)

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 (debrief with supervisor)

SA 15.0

Know how to manage conflict effectively

Conflict Resolution Skills

Read article (debrief with supervisor)

SA 16.0

Know when and who to ask for help when needed

Lost Art of Asking for Help Read article (debrief 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 (debrief 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 (debrief with supervisor)

12 Version: June 2021

Supplementary Activities Continued

Activity Number

If Self-Assessment item is a 1, 2 or 3; document below and complete activity.

Learning Objective for EISs

Learning Tasks Date Completed/ Supervisor Signature

Reference Material Application or Assessment

SA 20.0

Use effective interpersonal skills to build quality intervention teams

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

IPDP 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: