Standard 3: Topics and PD Guides

Component/Topic 3.1 Learners apply teaming models, skills, and processes, including appropriate uses of technology, when collaborating and communicating with families; professionals representing multiple disciplines, skills, expertise, and roles; and community partners and agencies.

What Learners Should Know and Be Able to Do

Learners Who Have Mastered this Component/Topic Know and Understand:

  • Teaming models,
  • Teaming skills and processes, including uses of technology,
  • The skills, expertise, and roles of professionals from other disciplines.

 Learners Who Have Mastered this Component/Topic Are Able To:

  • Apply teaming models, such as:
    • Primary service provider
    • Transdisciplinary
    • Interdisciplinary
    • Multidisciplinary
  • Apply teaming skills and processes, such as:
    • Uses of technology
    • Problem-solving
    • Conflict resolution
    • Joint decision-making
    • Role release
    • Group facilitation
    • Communication
  • Participate in and lead team meetings
  • Collaborate and communicate with families, other professionals, and community partners and agencies.

Component/Topic 3.2 Learners use a variety of collaborative strategies when working with other adults that are evidence-based, appropriate to the task, culturally and linguistically responsive, and take into consideration the environment and service delivery approach.

What Learners Should Know and Be Able to Do

Learners Who Have Mastered this Component/Topic Know and Understand:

  • Adult learning strategies
  • Components of the coaching model
  • Components of the consultation process 

Learners Who Have Mastered this Component/Topic Are Able To:

  • Use a variety of evidence-based collaborative strategies,
  • Use a variety of collaborative strategies to increase the effectiveness of meetings that are appropriate to:
    • The situation and environment
    • Needs of the families and professionals
    • Service delivery approach
  • Use collaborative strategies that are culturally and linguistically responsive and affirming
  • Use collaborative strategies appropriate to the learning environment and service delivery approaches such as:
    • Consultation
    • Coaching
    • Co-Teaching

Component/Topic 3.3 Learners partner with families and other professionals to develop individualized plans and support the various transitions that occur for the young child and their family throughout the birth through 8 age span.

What Learners Should Know and Be Able to Do

Learners Who Have Mastered this Component/Topic Know and Understand:

  • Legal requirements and evidence-based practices in developing individualized plans
  • Legal requirements and evidence-based practices in developing transition plans

Learners Who Have Mastered this Component/Topic Are Able To:

  • Provide families with information to support them in advocating for their child
  • Partner with families and other professionals to:
    • Develop and implement individualized plans (e.g., IFSP, IEP)
    • Develop and implement individualized transition plans that include strategies before, during, and after transition (e.g., early intervention to preschool, preschool to kindergarten)

Select a Category:

Blueprint

ECPC Course Enhancement Modules E-Learning Lessons, Practice Guides & Resources 
CONNECT Modules CONNECT Modules and Courses
Faculty Forum - The Chronicle of Higher Education Archived Zoom Call: Faculty Resilience and the COVID-19 - Week 2
Frank Porter Graham Toolkit of Resources TOOLKIT: resources for early childhood faculty and instructors
Association of College and University Educators Online teaching toolkit
The Chronicle of Higher Education How to be a better online teacher advice guide
SCRIPT-NC Shifting to Online Instruction and Faculty Webinars
Openstax Open access to high quality textbooks online -free
CEEDAR Center Virtual Toolkit: Easing Faculty Transition to Online Instruction​
FREE RESOURCE: Poll Everywhere for Higher Ed. Faculty Create unlimited questions for up to 40 students
CEC Webinar and Resources Teaching Special Education Online During COVID-19
IRIS Center Planning for Distance Learning: Resources: Modules, Case Study Units, Activities
The Chronicle of Higher Education, Michelle D. Miller
Going Online in a Hurry: What to Do and Where to Start
The Chronicle of Higher Education, Kevin Gannon 4 Lessons from Moving a Face-to-Face Course Online
The Chronicle of Higher Education, Heather R. Taft, March 17, 2020 How to Quickly (and Safely) Move a Lab Course Online
The Chronicle of Higher Education Coping With Coronavirus: How Faculty Members Can Support Students in Traumatic Times
The Chronicle of Higher Education, Flower Darby How to Be a Better Online Teacher (Advice Guide)
Ohio Developmental Disabilities Council Video Series: Use of Technology with Evidence Based Early Intervention
National Center on Deaf Blindness
Open Hands, Open Access video learning modules
Coursera Child Development Courses

 

Activity Bank

*New* Tip sheet: Enhancing Family-Provider Partnerships During COVID-19  Enhancing Family-Provider Partnerships
Tips for Providers: Providing & Coordinating EI Remotely Tips for Providers: What to say to Families
Tips for Providers: Providing & Coordinating EI Remotely (What will it look like?) Tips for Providers: What will a Remote Visit Look Like?
Tips for Families: Receiving Remote EI Services Tips for Families Flyer .pdf What is Remote EI

Consejos para Familias .pdf What is Remote EI? (Spanish)

Tips for Families: How to prepare for a Remote EI Visit Tips for Families: .pdf Preparing for the Visit

TConsejos para Familias: .pdf Preparing for the Visit (Spanish)

ECPC Course Enhancement Modules E-Learning Lessons, Practice Guides & Resources 
CONNECT Modules CONNECT Modules and Courses
Virginia Early Intervention Professional Development Center Framework for reflective questioning / The Coaching Quick Reference Guide - .pdf
Virginia Early Intervention Professional Development Center Tools of Trade
OCALI (Ohio Center for Autism and Low Incidence Disabilities) (note: you must login but it is free) Suite of Resources for Early Childhood Professionals
Public Consulting Group Use of telehealth in early intervention (IDEA Part C)
Protecting Student Privacy

U.S. Department of Education

Student Privacy 101

FERPA and the Coronavirus Disease 2019

FERPA and Virtual Learning

Edelman, L. (2020). Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic
CEC Hosted Webinar with Resources Teaching Special Education Online During COVID-19
National Center for Hearing Assessment & Management Utah State University Welcome to the Tele-Intervention Learning Courses
Lisa Dieker & Rebecca Hines UCF - Podcasts for Part B/619 Coordinators Series of Podcasts: teaching online, inclusion, etc.
National Center for Pyramid Model Innovations - May Newsletter Pyramid in the Time of COVID-19