EIS Activities EIS indicates dates activities completed. Supervisor/Mentor Reviewed Supervisor or Mentor indicates dates reviewed activities with EIS

Transcription

1 Cross Walk to Transition IPDP Competency 1. Policy POL 1 The EIS knows how to access and carry out all ECI program policies and procedures, both on the local program level and state level Transition Activities Circle Items Completed to Earn Competency. EIS must complete entire competency in old system or new system (cannot split activities for one competency) A. Review topics on ECI website B. Access Standards, TAC, IDEA and FERPA FY 2010 CDS Manual A. ECI 101 and Case Management Manual EIS Activities EIS indicates dates activities completed Supervisor/Mentor Reviewed Supervisor or Mentor indicates dates reviewed activities with EIS 2. Principles of Development PD 1: The EIS knows basic principles of child development and recognizes typical developmental milestones in C. Complete Policy Assessment D. Read and explain ECI Family Rights Handbook E. Complete all Making It Work Modules Referral Pre enrollment Evaluation and Assessment IFSP Transition Service Delivery Case Management A. Knowledge Assessment OR B. College Course A. Knowledge Assessment OR FY2011

2 children birth to 36 months of age. PD 1 PD 2: The EIS knows medical, biological, environmental, and other risk factors and how they impact development and recognizes patterns of development in all domains. OR C. Review developmental milestones D. Observations an infant (0-8 months) an older infant (9-17 months) a toddler (18-36 months) A. Read web articles and discuss with supervisor or mentor B. Review chart C. Observations Atypical Sensory Motor Atypical Language/cognition Atypical Emotional/Social Atypical Auditory or Visual Impairment B. Read book or watch video C. Observations infant (0-8 months) older infant (9-17 m) toddler (18-36 m) A. Read chapter and complete review B. Review policy C. Review chart D. Observations - Atypical Sensory Motor Language/cognition Emotional/Social Auditory or Visual Impairment PD3: The EIS knows the most common medical conditions or diagnoses resulting in referrals to ECI. The EIS knows the characteristics and probable effects of those diagnoses on a child's future development. The EIS knows how to access information, including common characteristics and developmental implications, for any diagnosis. A. Read resource information B. Research medical conditions/diagnoses and report findings to supervisor or mentor C. Observations Medical Diagnoses (2) A. Read article B. Research C. Observations Medical Diagnoses (2)

3 PD3 PD4: The EIS recognizes how an infant's or toddler's disability or developmental delay affects the child's ability to interact with others and the environment. A. Respond to Reflections statements 1. Observation 2. Respond to statements PD 5: The EIS knows how family dynamics and adult expectations affect infant and toddler development. The EIS must complete A & E or B & E or C & D & E A. Knowledge Assessment B. College course C. Articles, video, Reflection Statements D. Observation E. Reflection Statements A. Knowledge Assessment OR B. Read article C. Observation

4 PD 6: The EIS models and provides explanations to families and caregivers about: a) Interactions with infants and toddlers that are appropriate to the child's individual levels of abilities, languages, and modes of communication. b) Modifications or enhancements to the natural environments to meet the infant or toddler's needs and to promote exploration and independence. The EIS completes either Activity A & D or Activity B & C & D A. College course B. Observation typical development in group setting and discuss with supervisor or mentor C. Observation - develop delay or disability in group setting. Reflections statements. D. Demonstration A. Observation typically developing child B. Observation child with a developmental delay or disability C. Demonstration PD 7: The EIS implements practices that: a) demonstrate knowledge of the basic principles of how children learn; b) individualize materials to the needs of the child and the family; c) respect families' cultural and socioeconomic backgrounds; d) integrate experiences into the families' natural routines and environments; and e) integrate experiences across developmental domains. A. Read article and discuss with supervisor or mentor B. Watch video and discuss with supervisor/mentor C. Observation D. Demonstration A. Read article B. Completion of ECI 101, Section 2 C. Observation D. Demonstration PD7:

5 Only mark this competency if the EIS had already completed it using the FY 2010 Manual PD8 from the FY 2010 Manual: The EIS collaborates with the family and primary caregivers to modify natural environments to meet the infant s or toddler s individual needs and to promote exploration and independence PD 8: The EIS knows the types and significance of interactions among infants and toddlers and models both spontaneous and planned activities to promote positive peer interactions. A. Read article B. Respond to questions C. Observation D. Demonstration A. Observation B. Demonstration *This competency is PD9 from the FY2010 Manual A. Read chapters B. Chapter reviews C. Observation D. Demonstration Only mark this competency if the EIS had already completed it using the FY 2010 Manual *This competency is PD10 from the FY2010 Manual The EIS selects and uses materials that are free of ethnic, linguistic, socio-economic, and gender bias, or adapts materials appropriately to eliminate such biases. A. Discussion

6 3. Family Centered Practices FCP 1: The EIS knows how to identify and support strengths and coping skills of families. FCP 2: The EIS knows the stages of the grief process and understands how families may be impacted as they go through the grief process. A. Read article B. Observation IFSP meeting C. Demonstration and Self Assessment IFSP meeting (supporting families) D. Reflections statement A. Watch video clips B. Read blog posts A. ECI 101, Section 4J and IFSP Activity B. Read chapter C. Self Assessment and Demonstration D. Reflections A. Read article B. Watch videotape C. Discussion questions C. Discussion FCP 3: The EIS develops partnerships with families by interacting with them in ways that are sensitive to their needs and backgrounds. The EIS identifies the need for and accesses service support in a family's native language, or accesses appropriate interpreter and translation services. A. Making Every Contact Count B. Read Interpreter and Translator Guidelines. C. Interpreter and translator procedures D. Read article and discuss with supervisor or mentor E. Observation F. Demo and Self Assessment A. ECI 101, Section 2E and Self Assessment Activity, Case Management module Section 6C B. Observation C. Demonstration and Self Assessment

7 FCP 4: The EIS respects families insights into their own situations and into their children s behavior and development. A. Case Study Summary B. Interview A. Case Study Summary B. Interview FCP4 4. Professional Development PROF 1: The EIS knows the range and limitations of the professional role of the EIS. A. Read Standard Chapter 13. Discuss questions with supervisor/mentor B. Ethics Webinar A. Review policy B. Read and reflect C. Interview PROF 2: The EIS knows the roles of all early intervention team members, including family members. A. Read Service Definitions documents. Discuss questions with supervisor/mentor B. Service Definitions quiz A. ECI 101 Section 2G and Section 3D PROF 3: The EIS actively listens to others' messages and responds in ways that are nonjudgmental; the EIS communicates clearly, without resorting to jargon. A. Case Management Communication Module A. ECI 101 Section 5E B. Case Management Section 5 H

8 PROF 3 C. Observation D. Demonstration PROF 4: The EIS exhibits awareness of personal strengths and weaknesses. The EIS understands personal philosophy, values, beliefs, and attitudes and the effects of these on personal behavior and interactions with others. A. Discussion Questions A. Reflections PROF 5: The EIS displays optimistic, yet realistic, attitudes toward and expectations for, infants and toddlers, families, colleagues and self. A. Observation B. Demonstration A. Observation B. Demonstration PROF 6: The EIS exhibits self-control and handles stressful situations calmly. A. View video clips. Discuss with supervisor/mentor B. Reflection questions C. Managing Multiple Priorities webinar A. ECI 101 Section 2K B. Reflections

9 PROF 6 D. Working With Families webinar E. Read article; discuss program s crisis procedures with supervisor/mentor PROF 7: The EIS displays openness to, and understanding of, diversity in lifestyles, gender, culture, socioeconomic status, religious beliefs, and language. The EIS recognizes the potential for conflicts and misunderstandings due to cultural differences. A. Cultural competency workshop B. Discussion questions A. ECI 101 Section 2I B. Read booklet C. Discussion PROF 8: The EIS explains the importance of early intervention. A. I Have to Explain What to Who? exercise A. ECI 101 Section 2J PROF 9: The EIS establishes rapport and relationships with other team members, parents, siblings, infants and toddlers, other family members, other professionals and volunteers. A. Read article B. Observation C. Demo and Self Assessment A. Read article B. Observation C. Demo and Self Assessment

10 PROF 9 PROF 10: The EIS shows commitment to personal and professional development while providing the highest quality of early intervention services. A. Reflections questions and discussion A. Reflections B. Research PROF 10 PROF 11: The EIS exhibits awareness of ethical behavior and practices in delivering early intervention services. Only mark this competency if the EIS had already completed it using the FY 2010 Manual A. Ethics Making Better Decisions web based training B. Read EIS Code of Ethics and Statement of Excellence. Discuss questions with supervisor/mentor C. Reflection questions A. Read code of ethics B. Reflections C. Ethics Making Better Decisions web based training *This competency is PROF 12 from the FY2010 Manual The EIS understands how adult expectations influence children s development. A. Reflections

11 Service Coordination Only mark this competency if the EIS had already completed it using the FY 2010 Manual *This competency is SC 1 from the FY2010 Manual. The EIS knows about community services and assists families in accessing appropriate professionals and agencies when concerns of a family require specialized professional services. The EIC supports parents as they advocate for their infants and toddlers. The EIS assists families in accessing formal and informal parenting support and advocacy organizations in developing and improving services. A. Complete Case Management module Only mark this competency if the EIS had already completed it using the FY 2010 Manual *This competency is SC 2 from the FY2010 Manual. The EIS identifies the need for and accesses service support in a family s native language or accesses appropriate interpreter and translation services. The EIS provides support for non-english speaking families as they advocate for their infants and toddlers A.. Interview

12 SC 2 B. Review Guidelines C. Review language preferences 5. Evaluation/Assessment EV/ASST 1: The EIS understands the purpose and importance of early identification and referral. A. Complete Making It Work Referral and Public Outreach A. In-service training EV/ASST 2: The EIS administers the required visual, auditory, and nutritional screenings using appropriate procedures or instruments. EV/ASST 3: The EIS knows the three categories of state eligibility requirements (i.e. medical diagnosis, atypical development and developmental delay) and knows when to refer for further evaluation A. Screening webinar B. Read screening packet technical assistance C. Screening packet observation D. Screening packet demonstration (if applicable) A. Complete Making It Work Module A. In-service training B. ECI 101, Section 4G C. Observation D. Demonstration A. In-service training B. Review

13 EV/ASST 4: The EIS knows how to administer evaluation instruments used to determine eligibility under the category of developmental delay or atypical development and knows how to interpret the results. A. Agency in-service B. Observation C. Demonstration A. Agency in-service B. Observation C. Demonstration EV/ASST 5: The EIS participates in the evaluation/assessment process by: a. preparing families to participate as team members in the assessment process; b. using informal observations and procedures in the assessment process, capturing the child's authentic behaviors in routine circumstances; c. administering, scoring, and interpreting valid and reliable developmental scales and using the results to summarize functional levels, strengths and needs of each infant/toddler; d. communicating developmental assessment results clearly and concisely to families and other team members; e. assisting families in beginning the process of identifying their concerns, priorities, and resources related to enhancing their child's development. EV/ASST 5 A. Observation Initial evaluation/assessment Annual evaluation/assessment B. Demonstration Initial evaluation/assessment Annual evaluation/assessment A. ECI 101 Section 4H and Review ECI Policies on Evaluation and Assessment B. Demonstration

14 6. Individualized Family Service Plan IFSP 1: The EIS knows the ECI requirements for the IFSP A. Complete Writing Better IFSPs web based module A. ECI 101 Section 4J, except activity IFSP 2: In partnerships with families and other team members, the EIS develops IFSPs that: a. integrate information identified by families about children's functioning, strengths, and needs; b. assist and support families in identifying concerns, priorities, resources and in developing outcomes and strategies to meet families' needs; c. as appropriate, create strategies for including siblings and extended family members for implementation of the IFSP; d. assist families in making transition plans by the time the child is two years old; e. identify service options appropriate to meet each family's needs. B. Complete the Roles and Responsibilities Section from the Case Management Module A. Observations (2) initial IFSPs Discuss with supervisor/mentor B. Demonstration initial IFSP B. Case Management module Section 6 C. Review ECI Policies on IFSP and knowledge assessment A. ECI 101 Section 4J IFSP Development Activity B. Demonstration

15 Assessment/IFSP Implementation ASST/IFSP IMP 1: The EIS consults and coordinates with other team members in the delivery of early intervention services and joins with other professionals to promote optimum services for infants and toddlers and their families. A. Team activity from Making It Work B. View team video and discuss with supervisor/mentor A. Case Management Module Section D, Section F, Section G, Activity in Section E B. Discuss ASST/IFSP IMP 2: The EIS provides individualized instructional activities and services that are responsive to the needs of each child and family by: a. assisting families in integrating team recommendations into the natural routines of daily family life or community settings; b. adapting strategies that allow for modification based on: (1) the infant or toddler's response to intervention activities; and (2) experiences and approaches that are particularly motivating and enjoyable for that infant or toddler; building on the strengths of the child and family; c. asking for, and giving feedback to families related to their children's responses to intervention activities and progress. A. Observation B. Demonstration A. ECI 101 Sections 2D, 2F B. Interview C. Agency in-service E. Observation F. Demonstration

16 ASST/IFSP IMP 3: The EIS during IFSP reviews, summarizes the infant's or toddler's developmental progress in response to intervention efforts and modifies intervention plans, reflecting ongoing assessment data. ASST/IFSP IMP 3 A. Read Child Outcomes documents B. Observation Child Outcomes C. Child Outcomes activity D. Observations Periodic Review IFSP Annual Review IFSP E. Demonstrations Periodic Review IFSP Annual Review IFSP A. ECI 101, Section 4K, Case Management Module chart, ECI Policy Module B. Observation Periodic Review IFSP OR Annual Review IFSP C. Demonstration Periodic Review IFSP OR Annual Review IFSP F. Transition webinar G. Observation Transition Steps and Strategies H. Demonstration Transition Steps and Strategies D. Observation Transition E. Demonstration - Transition

17 We signify with signatures that has completed the competency demonstrations. (EIS name printed) EIS Signature Date Supervisor s Signature _ Date I recommend receive full professional recognition. Program Director Signature Date _ LIST THE CDS MENTOR(S) WHO CONTRIBUTED TO THE TRAINING AND SUPERVISION OF THE EIS LISTED ABOVE: Printed Name(s) Discipline(s) Signature