Develop leadership 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
Leadership Knowledge and Skills
A set of leadership knowledge and skills that Part C and Part B/619 Coordinators should have at the Foundational Leadership, Programmatic Leadership, and Transformational Leadership levels was developed in a participatory driven process. ECPC Knowledge and Skills Statements
Link to Leadership Academy – Login Required
Resources
PowerPoint- Part C webinar on ARP funds
Tools and resources to develop a state CSPD (Comprehensive System of Personnel Development)
Process and Evaluation Tools for Developing Action Plan
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.
- DEC/ITCA Joint Position Statement – Service Coordination and Early Intervention
- DEC/ITCA Executive Summary – Service Coordination and Early Intervention
The Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) and the IDEA Infant & Toddler Coordinators Association (ITCA) collaborated on this joint position statement to acknowledge the importance of early intervention (EI) service coordination and recognize the expertise and needs of the professionals who provide this service.
COVID-19 Resources for Part C and Part B/619 Staff
| TeachingDegree.org | Tips for Teachers Transitioning to Remote Learning 9/3/2020 |
| NASDSE: Remote Learning vs. Homebound vs. Homeschool - issue brief 3 (understanding the difference) | NASDSE Remote Learning v Homebound v Homeschool |
| 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 What is Remote EI?
Consejos para Familias What is Remote EI? (Spanish) |
| Tips for Families: How to prepare for a Remote EI Visit | Tips for Families: Preparing for the Visit
TConsejos para Familias: 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 |
| 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) | A 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 provide this opportunity:
Through a 2-3 day learning institute 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.