Part C and Part B/619 Staff on leadership knowledge and skills to:
- Actively engage in broader early childhood initiatives
- Use TA effectively
- Build a more effective and sustainable state system that can support a competent early childhood workforce
Resources
Representatives from each of the seven professional organizations reviewed the competency areas and sub-areas and presented these core competency areas for approval to each of their respective organizations. American Occupational Therapy Association (AOTA); the American Physical Therapy Association (APTA); the American Speech-Language-Hearing Association (ASHA); the Council of Exceptional Children (CEC) and the Division of Early Childhood (DEC), the National Association for the Education of Young Children (NAEYC); and ZERO TO THREE
Case studies and articles illustrate the cross disciplinary competencies and are for use by Higher Education faculty and Professional development staff.
Self-Assessment to measure our family/stakeholder engagement.
COVID-19 Resources for Part C and Part B/619 Staff
| *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
EIConsejos 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 VisitTConsejos para Familias: .PDF Preparing for the Visit (Spanish) |
| ECPC Course Enhancement Modules | E-Learning Lessons, Practice Guides & Resources |
| National Center on Deaf-Blindness: A Training Framework for Early Intervention |
The Sooner the Better: A Framework for Training Early Intervention Practitioners on Deaf-Blindness |
| 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 101FERPA and the Coronavirus Disease 2019 |
| 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 |
What are the DEC Recommended Practices?
Find out in this Quick Overview .pdf
The DEC RPs are also available in Spanish!
Practice Improvement Tools:Using the DEC Recommended Practices
We do this
Through a 2-3 day learning institutes and 1 year of follow up to implement an action plan with state teams comprised of the Part C and Part B (619) coordinator, an early childhood state administrator, a Higher Education Faculty from the State UCEDD, LEND, or an early childhood program and a Family representative who has had a child participate in the state early childhood intervention program.