» Course Descriptions - Early Intervention Learning Network – Just Kids Early Childhood Learning Center
Advanced Service Coordination: Working with Families
Early Intervention Program Records
Advanced Service Coordination: Transition
Cultural Diversity: Cultural Approaches and Practices
Clinical Practice Guideline: Autism/PDD
Clinical Practice Guideline: Communication Disorders
Clinical Practice Guideline: Down Syndrome
Clinical Practice Guideline: Hearing Loss
Clinical Practice Guideline: Motor Disorders
Clinical Practice Guideline: Vision Impairment
Introduction to Early Intervention Evaluation, Assessment, and Eligibility Determination
Advanced: Early Intervention Evaluation, Assessment, and Eligibility Determination
An Introduction to the New York State Early Intervention Program
Insurance: NYEIS Case Management and Functionality for Service Coordinators and Providers
Introductory Service Coordination
Information Session for Families: Learning Everyday
Information Sessions for Families: Transition
Information Session for Child Care Providers: Learning Everyday
The Monitoring Process and Beyond: Strategies for Ensuring Quality and Best Practice
ASC-1 Advanced Service Coordination: Working with Families
A primary goal of Early Intervention is to enhance the family’s capacity to meet the needs of their child. Families come to us with different strengths, different needs, and different priorities. If we are to be successful in working effectively in partnership with them, we need to have a clear sense of our respective roles and responsibilities and an appreciation of how attitudes, beliefs, values, and culture impact our interactions. This session explores a variety of strategies for developing and maintaining effective relationships with all families. By the end of this course, participants will be able to:
Describe characteristics of families under stress and their various coping strategies.
Explain the role of the service coordinator in a family-centered community-based service delivery system.
Discuss the nature and significance of communication as an element of effective service coordination in EI.
Utilize family-centered solution-oriented strategies that support the family’s meaningful involvement in EI and their use of other appropriate community resources.
Course Length: 4 hours Continuing Education Unit (CEU): Prerequisite: None
Course Requirements: Although not a requirement, it is recommended that participants attend ISC- Introductory Service Coordination
Barnett, D.; Clements, M.; Kaplan-Estrin, M.; Fialka, J. (2003). Building new dreams: Supporting parents’ adaptation to their child with special needs. Infants & Young Children, 16:3.
http://depts.washington.edu/isei/iyc/barnett_16_3.pdf
Edelman, L. (2004). A relationship-based approach to early intervention. Resources and Connections, Volume 3, Number 2, July-September 2004.
http://www.eicolorado.org/files/relationship_based_approach.pdf
Shaw, E. and Goode, S. (2008). Fact Sheet: Vulnerable Young Children. Chapel Hill: The University of North Carolina, FPG Child Development Institute, National Early Childhood Technical Assistance Center.
http://www.nectac.org/~pdfs/pubs/factsheet_vulnerable.pdf
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ASC-1A Early Intervention Program Records
The responsibility for appropriately maintaining Early Intervention program records lies with both municipalities and providers. This session outlines the DOH requirements for documenting, retaining, and retrieving Early Intervention records. It includes a full and practical discussion of the federal and state laws / regulations that impact the administrative and clinical aspects of the EI record, including documentation for billing and claiming EI services and safeguarding confidentiality. Independent and agency service providers, as well as service coordinators, will find the information and discussions in this session immediately useful and applicable. By the end of this course, participants will be able to:
Identify and reference the various laws and regulations that govern the documentation, retention and retrieval of Early Intervention records.
Apply your understanding of the general requirements for Early Intervention record documentation, retention and retrieval to your role in the Early Intervention Program.
Course Length: 3 hours and 40 minutes Continuing Education Unit (CEU): 0.5 Prerequisite: None
ASC-2A Advanced Service Coordination: Transition
The transition process, moving from Early Intervention Program services to preschool special education programs or other community services, is an essential component of every child’s IFSP. Transition planning helps to ensure that the process is successful. It is important that both parents and professionals understand the requirements for transition and the services that are available for children. This training reviews all of the steps of the transition process. By the end of this course, participants will be able to:
Course Length: 3 hours and 45 minutes Continuing Education Unit (CEU): Prerequisite: None
Course Requirements: Complete pre-session readings prior to course attendance. Print and bring to session.
http://www.health.state.ny.us/community/infants_children/early_intervention/transition/index.htm
CD-2 Cultural Diversity: Cultural Approaches and Practices
Each of us grows up in a “culture” that shapes how we view the world and how we and others behave in it. Our traditions and experiences shape our beliefs, attitudes, expectations, and behaviors. When we come into contact with others whose backgrounds and experiences are different from ours, we naturally are challenged by some of these differences. It is precisely at these points of diverse perspective that we have an opportunity to grow in understanding and appreciation of one another. In Early Intervention, our shared interest in the well-being of the child is the foundation on which we and families learn to work together. In this training session you are given the opportunity to expand your kno1wledge and understanding of diversity as well as acquire new skills in working with people. In addition you will learn how to access a variety of resources that will support your work with all families in early intervention. By the end of the session participants will be able to:
Describe cultural diversity; cultural competence; and differing expectations of the “culture” of special education and the cultures of families receiving early intervention services.
Apply problem solving techniques in responding to family situations, integrating philosophy of cultural diversity and family- centered practice.
Identify strategies for responding to families of infants and toddlers with disabilities so that their cultural perspectives are respected.
Apply group and individual learning from the session’s activities to actual situations they encounter working with families of infants and toddlers with disabilities in New York State’s Early Intervention Program.
Course Length: 6 hours	Continuing Education Unit (CEU): Prerequisite: None
CPG-AU Clinical Practice Guideline: Autism/PDD
The health care system has a long history of using evidence-based guidelines in making decisions about assessment and intervention. Guidelines based upon credible scientific evidence provide us with a range of options from which to choose the best possible strategies to address individual needs. They provide the best opportunity for favorable outcomes and promote informed decision-making by both parents and professionals. The primary goal of this training session is to share current research about Autism/PDD and to assist you in learning to use evidence-base practices in your work with children who have Autism/PDD and their families. By the end of this course, participants will be able to:
Define and present a rationale for the use of evidence-based clinical practice guidelines in the delivery of early intervention services.
Access the three NYS DOH Clinical Practice Guideline documents for Autism/PDD.
Use the NYS DOH Clinical Practice Guideline / Autism/PDD to help determine appropriate assessment and intervention strategies for young children with autism spectrum disorders.
Course Length: 3 1/2 hours	Continuing Education Unit (CEU):	Prerequisite: None
Course Requirements: Complete pre-session readings prior to course attendance.
Report of the Recommendations - Autism / Pervasive Developmental Disorders-Assessment and Intervention for Young Children (Age 0-3 Years)
CPG-CD Clinical Practice Guideline: Communication Disorders
The health care system has a long history of using evidence-based guidelines in making decisions about assessment and intervention. Guidelines based upon credible scientific evidence provide us with a range of options from which to choose the best possible strategies to address individual needs. They provide the best opportunity for favorable outcomes and promote informed decision-making by both parents and professionals. The primary goal of this training session is to share current research about Communication Disorders and to assist you in learning to use evidence-base practices in your work with children who have Communication Disorders and their families. By the end of this course, participants will be able to:
Access the three NYS DOH Clinical Practice Guideline documents for Communication Disorders.
Use the NYS DOH Clinical Practice Guideline / Communication Disorders to help determine appropriate assessment and intervention strategies for young children with communication disorders.
Course Length: 3 1/2 hours Continuing Education Unit (CEU): Prerequisite: None
Report of the Recommendations - Communication Disorders-Assessment and Intervention for Young Children (Age 0-3 Years)
http://www.health.state.ny.us/community/infants_children/early_intervention/disorders/
CPG-DS Clinical Practice Guideline: Down Syndrome
The health care system has a long history of using evidence-based guidelines in making decisions about assessment and intervention. Guidelines based upon credible scientific evidence provide us with a range of options from which to choose the best possible strategies to address individual needs. They provide the best opportunity for favorable outcomes and promote informed decision-making by both parents and professionals. The primary goal of this training session is to share current research about Down syndrome and to assist you in learning to use evidence-base practices in your work with children who have Down syndrome and their families. By the end of this course, participants will be able to:
Access the three NYS DOH Clinical Practice Guideline documents for Down Syndrome.
Use the NYS DOH Clinical Practice Guideline / Down Syndrome to help determine appropriate assessment and intervention strategies for young children with Down Syndrome.
Report of the Recommendations – Down Syndrome -Assessment and Intervention for Young Children (Age 0-3 Years)
http://www.health.state.ny.us/community/infants_children/early_intervention/docs/guidelines_down_syndrome_assessment_and_intervention.pdf
CPG-HL Clinical Practice Guideline: Hearing Loss
The health care system has a long history of using evidence-based guidelines in making decisions about assessment and intervention. Guidelines based upon credible scientific evidence provide us with a range of options from which to choose the best possible strategies to address individual needs. They provide the best opportunity for favorable outcomes and promote informed decision-making by both parents and professionals. The primary goal of this training session is to share current research about Hearing Loss and to assist you in learning to use evidence-base practices in your work with children who have Hearing Loss and their families. By the end of this course, participants will be able to:
Access the three NYS DOH Clinical Practice Guideline documents for Hearing Loss.
Use the Hearing Loss guidelines to determine appropriate assessment and intervention strategies for young children with hearing loss.
Report of the Recommendations – Hearing Loss- Assessment and Intervention for Young Children (Age 0-3 Years)
CPG-MD Clinical Practice Guideline: Motor Disorders
The health care system has a long history of using evidence-based guidelines in making decisions about assessment and intervention. Guidelines based upon credible scientific evidence provide us with a range of options from which to choose the best possible strategies to address individual needs. They provide the best opportunity for favorable outcomes and promote informed decision-making by both parents and professionals. The primary goal of this training session is to share current research about Motor Disorders and to assist you in learning to use evidence-base practices in your work with children who have Motor Disorders and their families. By the end of this course, participants will be able to:
Access the three NYS DOH Clinical Practice Guideline documents for Motor Disorders.
Use the NYS DOH Clinical Practice Guideline / Motor Disorders to help determine appropriate assessment and intervention strategies for young children with motor disorders.
Report of the Recommendations – Motor Disorder- Assessment and Intervention for Young Children (Age 0-3 Years)
http://www.health.state.ny.us/community/infants_children/early_intervention/docs/guidelines_motor_disorders_assessment_and_intervention.pdf
CPG-VI Clinical Practice Guideline: Vision Impairment
The health care system has a long history of using evidence-based guidelines in making decisions about assessment and intervention. Guidelines based upon credible scientific evidence provide us with a range of options from which to choose the best possible strategies to address individual needs. They provide the best opportunity for favorable outcomes and promote informed decision-making by both parents and professionals. The primary goal of this training session is to share current research about vision impairment and to assist you in learning to use evidence-base practices in your work with children who have vision impairment and their families. By the end of this course, participants will be able to:
Access the three NYS DOH Clinical Practice Guideline documents for Vision Impairment.
Use the guidelines to determine appropriate assessment and intervention strategies for young children with vision impairments.
Course Length: 3 1/2 hours Continuing Education Unit (CEU):	Prerequisite: None
Report of the Recommendations – Vision Impairment- Assessment and Intervention for Young Children (Age 0-3 Years)
http://www.health.state.ny.us/community/infants_children/early_intervention/docs/2008-02_vision_impairment_recommendations.pdf
EE Introduction to Early Intervention Evaluation, Assessment, and Eligibility Determination
The purpose of this full-day course is to provide introductory information and training specific to the process of evaluation, assessment and eligibility determination in the NYS Early Intervention Program (EIP). The curriculum content is based on regulatory requirements, New York State Department of Health (SDOH) Policy Documents, Clinical Practice Guidelines issued by SDOH, and generally accepted concepts of Best Practice. It includes changes that have occurred in the Early Intervention Program subsequent to the adoption of revised regulations in June 2010.
The primary audience for this training will be qualified professionals involved in the Early Intervention (EI) evaluation process. A secondary audience may consist of families, service coordinators, Early Intervention Officials and/or their designees (EIO/Ds), and other individuals interested in learning more about EI Evaluation Process. By the end of this course, participants will learn:
the responsibilities of each MDE team member
the required components of a Multidisciplinary Evaluation, including:
Determining initial and ongoing eligibility
Course Requirements: Participants are advised to register and attend the Introduction to EI Evaluation, Assessment and Eligibility Determination prior to registering for the Advanced Training: EI Evaluation, Assessment and Eligibility Determination course. Although not a prerequisite, we believe that by attending the Introduction Training first, attendees will receive comprehensive information important to their role in the Early Intervention Program and resulting in practices that align with federal and state statutory and regulatory policy.
Course Length: 7 hours Continuing Education Unit (CEU):	Prerequisite: None
EIP Memorandum 2005-02: Standards and Procedures for Evaluations, Evaluation Reimbursement, and Eligibility Requirements and Determinations Under the Early Intervention Program
http://www.health.state.ny.us/community/infants_children/early_intervention/memoranda/2005-02/docs/memorandum_2005-02.pdf
http://www.health.state.ny.us/community/infants_children/early_intervention/memoranda/2005-02/addendum_memo_2005-02.htm
EIP Memorandum 2003-1, Early Intervention Program Records
Appendix G-Written Notice Requirements
Appendix H-Written Parent Consent Requirements
http://www.health.state.ny.us/community/infants_children/early_intervention/memo03-1.htm
Subpart 69-4: Regulations for the Early Intervention Program
EIP Memorandum 94-4: Service Coordination
http://www.health.ny.gov/guidance/oph/cch/bei/94-4.pdf
EI Guidance Memorandum 1999-2, Reporting of Children’s Eligibility Status Based on Diagnosed Conditions with High Probability of Developmental Delay
http://www.health.ny.gov/guidance/oph/cch/bei/99-2.pdf
NYS DOH Clinical Practice Guidelines (CPGs):
Early Help Makes a Difference Brochure
http://www.health.state.ny.us/publications/0527.pdf
http://www.nectac.org/~pdfs/pubs/nnotes10.pdf
http://www.health.state.ny.us/community/infants_children/early_intervention/guidance/external_evaluations_2007-11.htm
EE-2 Advanced Training: Early Intervention Evaluation, Assessment, and Eligibility Determination
The purpose of this training course is to provide information and training specific to the process of evaluation, assessment and eligibility determination in the NYS Early Intervention Program (EIP). The curriculum content is based on regulatory requirements, New York State Department of Health (SDOH) Policy Documents, Clinical Practice Guidelines issued by SDOH, and generally accepted concepts of Best Practice. It has been developed in conjunction with the full-day, basic training on evaluation and eligibility, Introduction to Early Intervention Evaluation, Assessment, and Eligibility Determination. It is recommended that participants attend the full-day introductory training prior to attending this advanced training. Participants will learn:
Determining inital and ongoing eligibility
Course Requirements: Participants are urged to consider registering for, and attending, the Introduction to EI Evaluation, Assessment and Eligibility Determination prior to registering for the Advanced Training: EI Evaluation, Assessment and Eligibility Determination course. As a result of feedback from participants and trainers, we have learned that many participants are asking for clarification, or raising questions during the Advanced Training about topics that are covered in the Introduction Training. Although not a prerequisite, we believe that by attending the Introduction Training first, attendees will receive comprehensive information important to their role in the Early Intervention Program and resulting in practices that align with federal and state statutory and regulatory policy.
Course Length: 4 hours Continuing Education Unit (CEU):	Prerequisite: None. Participants are advised to attend the Introduction to EI Evaluation, Assessment, and Eligibility Determination course prior to the Advanced Training.
EI-101 An Introduction to the New York State Early Intervention Program
If you are new to EI, the purpose of this training is to introduce you to the NYS Early Intervention Program. If you have been in EI for a while, this training will give you the opportunity to look at the NYS EI Program more holistically and connect guiding principles to practice. We will lay the groundwork by looking at the program’s historical and legislative foundations and its mission, goals and key provisions, including parental rights and procedural safeguards. We will review and discuss all of the steps of the EI process: referral, initial and ongoing service coordination, evaluation, eligibility, Individualized Family Service Plan development / implementation, and transition. By the end of this course, participants will be able to:
Discuss the underlying principles of Early Intervention and why they are important to working with infants and toddlers and their families.
Identify and briefly describe each step of the Early Intervention process in New York State.
Identify sources of further information about Early Intervention.
http://www.health.state.ny.us/community/infants_children/early_intervention/memo03-2.htm
Memorandum 2005-02 - Standards and Procedures for Evaluations, Evaluation Reimbursement, and Eligibility Requirements and Determination Under the Early Intervention Program
http://www.health.state.ny.us/community/infants_children/early_intervention/memoranda/2005-02/index.htm
http://www.health.state.ny.us/publications/0532/index.htm
GDI Group Developmental Intervention
The purpose of this training is to provide Early Intervention providers with the tools they need to ensure the availability of group developmental intervention services in integrated and inclusive settings. The information presented during the training is based on the new guidance document entitled, “Group Developmental Intervention Services Standards,” released in November, 2013 by the New York State Department of Health, Bureau of Early Intervention. The training session will highlight the key points of the guidance, and provide instruction on the standards that have been developed to promote consistent, high quality practices in delivery of group services statewide. This training has been developed to convey accurate and needed information to EI service providers. However, other qualified professionals and Early Intervention Officials and/or their designees (EIO/Ds) may attend. Families and other individuals interested in learning more about group developmental interventions may also attend. By the end of this course, participants will be able to:
Describe group delivery approaches consistent with early intervention program policy in New York State
Discuss the role of the IFSP team in group developmental intervention.
Apply appropriate teaching approaches and strategies when working with infants and toddlers receiving Group Developmental Intervention Services
Course Length: 2 hours and 30 minutes Continuing Education Unit (CEU):0.5	Prerequisite: None
Developing a written plan in collaboration with families for providing early intervention services to an eligible child is a requirement under law. As importantly, it is a core component of a family-centered community-based approach to service delivery. This session will engage participants in a practical exploration of the principles that define a family-centered community-based approach and engage them in discussion/activities designed to translate these principles into practice within the context of the NYS regulations By the end of this course, participants will be able to:
Understand the requirements in PHL related to the Individualized Family Service Plan (IFSP) process.
Learn about the principles underlying the development and implementation of the written IFSP.
Apply the information about the IFSP process to group discussions/activity and a sample vignette.
Course Length: 8 hours	Continuing Education Unit (CEU): 1.0	Prerequisite: None
http://www.nectac.org/topics/families/famresources.asp
ISC Introductory Service Coordination
Sensitive and effective service coordination is a vital component of Early Intervention. Along with a thorough working knowledge of the system, service coordinators must possess the skills necessary to work in partnership with families and other professionals. In recognition of this, NYSDOH requires that all service coordinators in EI participate in an approved official training as part of their approval process [Sec. 69-4.4(b) EIP Regulations]. This training is the official training approved by the State for this purpose. By the end of this course, participants will be able to:
Course Length: 6 hours	Continuing Education Unit (CEU):	Prerequisite: None
Course Requirements: Complete pre-session readings prior to course attendance. Print regulations, guidance documents and memoranda and bring to session.
Protocol on Children in Foster Care Who Participate in the Early Intervention Program
http://www.health.state.ny.us/community/infants_children/early_intervention/memoranda/docs/foster_care_protocol.pdf
http://www.nyhealth.gov/guidance/oph/cch/bei/
Reissued Early Intervention Memorandum 93-3 Respite Services
http://www.nyhealth.gov/guidance/oph/cch/bei/93-3.pdf
Reissued Early Intervention Memorandum 94-3 Referral Procedures for the Early Intervention Program
http://www.nyhealth.gov/guidance/oph/cch/bei/94-3.pdf http://www.nyhealth.gov/guidance/oph/cch/bei/94-3_attach_c.pdf
Reissued Early Intervention Memorandum 94-4 Service Coordination
http://www.nyhealth.gov/guidance/oph/cch/bei/94-4.pdf
Reissued Early Intervention Memorandum 95-2 Individualized Family Service Plan
http://www.nyhealth.gov/guidance/oph/cch/bei/95-2.pdf
Reissued Early Intervention Memorandum 99-1 Assistive Technology
http://www.nyhealth.gov/guidance/oph/cch/bei/99-1.pdf
Early Intervention Memorandum 1999-2 Reporting of Children’s Eligibility Status Based on Diagnosed Conditions with High Probability of Developmental Delay
http://www.nyhealth.gov/guidance/oph/cch/bei/99-2.pdf
Reissued Early Intervention Memorandum 00-1 Qualified Personnel in the Early Intervention Program
Reissued November 2002 Early Intervention Program Memorandum 2001-1 Guidelines on Database Check for Providers of Early Intervention Services through the State Central Register of Child Abuse and Maltreatment
http://www.nyhealth.gov/guidance/oph/cch/bei/2001-1_memorandum.pdf
ISF-1 Information Session for Families: Learning Everyday
Children do learn everyday. They learn from the people who care for them and through their daily life experiences. Family and caregivers are their best "teachers". Infants and toddlers who have developmental challenges are no different in this respect. They learn by doing, by exploring, by being active participants in their families and in their communities. Child care providers have information and resources that can help shape a child’s Individualized Family Service Plan so that it makes good use of daily routines and activities as learning experiences. This training explores ways that child care providers, families, and EI service providers can work together to develop and implement IFSP outcomes that are functional for the child and family. By the end of this course, participants will be able to:
Describe the legal basis for providing early intervention services for infants and toddlers in "natural learning environments."
Access useful and practical information on how you can help your child learn within his/her natural daily routines and play activities.
Describe your role in developing and implementing an IFSP that reflects outcomes that are functional for your family and your child.
Identify specific strategies you can use to communicate effectively with service providers to ensure that your needs and priorities are understood and reflected in therapy goals and practice.
Course Length: 2-4 hours Continuing Education Unit (CEU):	Prerequisite: None
ISF-2 Information Sessions for Families: Transition
The purpose of this training is to assure that course participants will gain an understanding of the Early Intervention Program including historical background, legislation, program mission, goals and key provisions. By the end of this course, participants will be able to:
Understanding the philosophy of family centered practice
Develop a greater understanding of the partnership between parents and Early Intervention service personnel
Recognize the importance of systematic planning for their children’s future needs
Understand the information on the transition from the Early Intervention Program to services at age three
Procedural Safeguards afforded by the Early Intervention Program
Course Length: 3 hours Continuing Education Unit (CEU):	Prerequisite: None
Education Law- Section 4410
http://public.leginfo.state.ny.us/LAWSSEAF.cgi?QUERYTYPE=LAWS+&QUERYDATA=$$EDN4410$$@TXEDN04410+&LIST=SEA4+&BROWSER=EXPLORER+&TOKEN=00944040+&TARGET=VIEW
Guide for Determining Eligibility and Special Education Programs and/or Services for Pre School Students with Disabilities
http://www.pl2.nysed.gov/specialed/publications/preschool/guide/home.html
ISF-2A Information Session for Child Care Providers: Learning Everyday
Child Care settings are a "natural environment" for many infants and toddlers with disabilities and offer countless opportunities for children to learn and develop. Children who receive their early intervention services in child care settings benefit from the involvement of child care providers. In addition, child care providers can provide information and insights that helps to shape a child's Individualized Family Service Plan (IFSP) so that it makes good use of the child's daily routines and activities as learning experiences. This training explores ways that child care providers, families, and EI service providers can work together to develop and implement IFSP outcomes that are functional for the child and family. By the end of this course, participants will be able to:
Describe the rationale and legal basis for providing early intervention services for infants and toddlers in "natural environments."
Access useful and practical information on how child care providers can help infants and toddlers with disabilities learn within their daily routines and play activities in child care settings.
Understand the role that child care providers have in developing and implementing an Individualized Family Service Plan (IFSP) that include outcomes that are important to the family and functional for the child.
Identify specific strategies child care providers can use to communicate effectively with service providers.
Course Length: 3.5 hours Continuing Education Unit (CEU):0.5	Prerequisite: None
NYEIS Insurance: NYEIS Case Management and Functionality for Service Coordinators and Providers
The purpose of this training is to provide service coordinators, both initial and ongoing, with the knowledge and tools they need to perform to the best of their ability for every family they serve and to enhance/provide information on obtaining a family’s insurance information, which became their responsibility in 2013. This training is also available to municipal staff and providers although most of the responsibilities are those of service coordinators. This training provides information in two formats; the first is a PowerPoint presentation and the second consists of live demonstrations in NYEIS. The trainer will demonstrate how to add and edit insurance data in NYEIS through live web-based presentations. By the end of this course, participants will be able to:
Effectively obtain and collect insurance information for families with children receiving early intervention services "
Will apply knowledge of how to add and edit in NYEIS insurance data.
Apply the knowledge and resources that will ensure successful billing and claiming
Course Length: 4 hours Continuing Education Unit (CEU):0.5	Prerequisite: None
The concept of working with young children and their families in “natural environments” goes well beyond the limits of “location”. It involves working with children / families within the normal context of their days and weaving intervention into their interests, priorities, activities, and routines. For most of us this requires a re-examination of our attitudes, beliefs, and practices since we were likely not trained in this model of service delivery. The session includes a discussion of the elements of the “natural environments” approach, a look at model programs currently in use, specific strategies for integrating therapy into children’s routines, and a variety of small group activities and case studies. By the end of this course, participants will be able to:
Summarize the legal requirements and rationale for delivery of early intervention services in natural environments.
Discuss key concepts related to the provision of quality early intervention services in natural learning environments.
Select best practices to assist families in identifying routines and activities that are teaching and learning opportunities.
Apply the information to group activities and sample case studies.
Course Length: 4 hours	Continuing Education Unit (CEU):	Prerequisite: None
Workgroup on Principles and Practices in Natural Environments (Final Draft 11-07) Agreed upon practices for providing services in natural environments. OSEP TA Community of Practice- Part C Settings.
http://www.nectac.org/~pdfs/topics/families/AgreedUponPractices_FinalDraft2_01_08.pdf
MP The Monitoring Process and Beyond: Strategies for Ensuring Quality and Best Practice
The purpose of this training course is to provide an overview of the monitoring process and to familiarize participants with expectations in the development of corrective action plans. By the end of this course, participants will be able to:
Understanding of DOH regulations and guidance documents
Instruct in development of policies and procedures that comply with DOH standards and regulation
Identify the necessary components required in a corrective action plan (CAP)
Develop a plan for continuous quality assurance and improvement
» Course Descriptions - Early Intervention Learning Network – Just Kids Early Childhood Learning Center
Advanced Service Coordination: Working with Families
Early Intervention Program Records
Advanced Service Coordination: Transition
Cultural Diversity: Cultural Approaches and Practices
Clinical Practice Guideline: Autism/PDD
Clinical Practice Guideline: Communication Disorders
Clinical Practice Guideline: Down Syndrome
Clinical Practice Guideline: Hearing Loss
Clinical Practice Guideline: Motor Disorders
Clinical Practice Guideline: Vision Impairment
Introduction to Early Intervention Evaluation, Assessment, and Eligibility Determination
Advanced: Early Intervention Evaluation, Assessment, and Eligibility Determination
An Introduction to the New York State Early Intervention Program
Insurance: NYEIS Case Management and Functionality for Service Coordinators and Providers
Introductory Service Coordination
Information Session for Families: Learning Everyday
Information Sessions for Families: Transition
Information Session for Child Care Providers: Learning Everyday
The Monitoring Process and Beyond: Strategies for Ensuring Quality and Best Practice
ASC-1 Advanced Service Coordination: Working with Families
A primary goal of Early Intervention is to enhance the family’s capacity to meet the needs of their child. Families come to us with different strengths, different needs, and different priorities. If we are to be successful in working effectively in partnership with them, we need to have a clear sense of our respective roles and responsibilities and an appreciation of how attitudes, beliefs, values, and culture impact our interactions. This session explores a variety of strategies for developing and maintaining effective relationships with all families. By the end of this course, participants will be able to:
Describe characteristics of families under stress and their various coping strategies.
Explain the role of the service coordinator in a family-centered community-based service delivery system.
Discuss the nature and significance of communication as an element of effective service coordination in EI.
Utilize family-centered solution-oriented strategies that support the family’s meaningful involvement in EI and their use of other appropriate community resources.
Course Length: 4 hours Continuing Education Unit (CEU): Prerequisite: None
Course Requirements: Although not a requirement, it is recommended that participants attend ISC- Introductory Service Coordination
Barnett, D.; Clements, M.; Kaplan-Estrin, M.; Fialka, J. (2003). Building new dreams: Supporting parents’ adaptation to their child with special needs. Infants & Young Children, 16:3.
http://depts.washington.edu/isei/iyc/barnett_16_3.pdf
Edelman, L. (2004). A relationship-based approach to early intervention. Resources and Connections, Volume 3, Number 2, July-September 2004.
http://www.eicolorado.org/files/relationship_based_approach.pdf
Shaw, E. and Goode, S. (2008). Fact Sheet: Vulnerable Young Children. Chapel Hill: The University of North Carolina, FPG Child Development Institute, National Early Childhood Technical Assistance Center.
http://www.nectac.org/~pdfs/pubs/factsheet_vulnerable.pdf
Register | Top of page
ASC-1A Early Intervention Program Records
The responsibility for appropriately maintaining Early Intervention program records lies with both municipalities and providers. This session outlines the DOH requirements for documenting, retaining, and retrieving Early Intervention records. It includes a full and practical discussion of the federal and state laws / regulations that impact the administrative and clinical aspects of the EI record, including documentation for billing and claiming EI services and safeguarding confidentiality. Independent and agency service providers, as well as service coordinators, will find the information and discussions in this session immediately useful and applicable. By the end of this course, participants will be able to:
Identify and reference the various laws and regulations that govern the documentation, retention and retrieval of Early Intervention records.
Apply your understanding of the general requirements for Early Intervention record documentation, retention and retrieval to your role in the Early Intervention Program.
Course Length: 3 hours and 40 minutes Continuing Education Unit (CEU): 0.5 Prerequisite: None
ASC-2A Advanced Service Coordination: Transition
The transition process, moving from Early Intervention Program services to preschool special education programs or other community services, is an essential component of every child’s IFSP. Transition planning helps to ensure that the process is successful. It is important that both parents and professionals understand the requirements for transition and the services that are available for children. This training reviews all of the steps of the transition process. By the end of this course, participants will be able to:
Course Length: 3 hours and 45 minutes Continuing Education Unit (CEU): Prerequisite: None
Course Requirements: Complete pre-session readings prior to course attendance. Print and bring to session.
http://www.health.state.ny.us/community/infants_children/early_intervention/transition/index.htm
CD-2 Cultural Diversity: Cultural Approaches and Practices
Each of us grows up in a “culture” that shapes how we view the world and how we and others behave in it. Our traditions and experiences shape our beliefs, attitudes, expectations, and behaviors. When we come into contact with others whose backgrounds and experiences are different from ours, we naturally are challenged by some of these differences. It is precisely at these points of diverse perspective that we have an opportunity to grow in understanding and appreciation of one another. In Early Intervention, our shared interest in the well-being of the child is the foundation on which we and families learn to work together. In this training session you are given the opportunity to expand your kno1wledge and understanding of diversity as well as acquire new skills in working with people. In addition you will learn how to access a variety of resources that will support your work with all families in early intervention. By the end of the session participants will be able to:
Describe cultural diversity; cultural competence; and differing expectations of the “culture” of special education and the cultures of families receiving early intervention services.
Apply problem solving techniques in responding to family situations, integrating philosophy of cultural diversity and family- centered practice.
Identify strategies for responding to families of infants and toddlers with disabilities so that their cultural perspectives are respected.
Apply group and individual learning from the session’s activities to actual situations they encounter working with families of infants and toddlers with disabilities in New York State’s Early Intervention Program.
Course Length: 6 hours	Continuing Education Unit (CEU): Prerequisite: None
CPG-AU Clinical Practice Guideline: Autism/PDD
The health care system has a long history of using evidence-based guidelines in making decisions about assessment and intervention. Guidelines based upon credible scientific evidence provide us with a range of options from which to choose the best possible strategies to address individual needs. They provide the best opportunity for favorable outcomes and promote informed decision-making by both parents and professionals. The primary goal of this training session is to share current research about Autism/PDD and to assist you in learning to use evidence-base practices in your work with children who have Autism/PDD and their families. By the end of this course, participants will be able to:
Define and present a rationale for the use of evidence-based clinical practice guidelines in the delivery of early intervention services.
Access the three NYS DOH Clinical Practice Guideline documents for Autism/PDD.
Use the NYS DOH Clinical Practice Guideline / Autism/PDD to help determine appropriate assessment and intervention strategies for young children with autism spectrum disorders.
Course Length: 3 1/2 hours	Continuing Education Unit (CEU):	Prerequisite: None
Course Requirements: Complete pre-session readings prior to course attendance.
Report of the Recommendations - Autism / Pervasive Developmental Disorders-Assessment and Intervention for Young Children (Age 0-3 Years)
CPG-CD Clinical Practice Guideline: Communication Disorders
The health care system has a long history of using evidence-based guidelines in making decisions about assessment and intervention. Guidelines based upon credible scientific evidence provide us with a range of options from which to choose the best possible strategies to address individual needs. They provide the best opportunity for favorable outcomes and promote informed decision-making by both parents and professionals. The primary goal of this training session is to share current research about Communication Disorders and to assist you in learning to use evidence-base practices in your work with children who have Communication Disorders and their families. By the end of this course, participants will be able to:
Access the three NYS DOH Clinical Practice Guideline documents for Communication Disorders.
Use the NYS DOH Clinical Practice Guideline / Communication Disorders to help determine appropriate assessment and intervention strategies for young children with communication disorders.
Course Length: 3 1/2 hours Continuing Education Unit (CEU): Prerequisite: None
Report of the Recommendations - Communication Disorders-Assessment and Intervention for Young Children (Age 0-3 Years)
http://www.health.state.ny.us/community/infants_children/early_intervention/disorders/
CPG-DS Clinical Practice Guideline: Down Syndrome
The health care system has a long history of using evidence-based guidelines in making decisions about assessment and intervention. Guidelines based upon credible scientific evidence provide us with a range of options from which to choose the best possible strategies to address individual needs. They provide the best opportunity for favorable outcomes and promote informed decision-making by both parents and professionals. The primary goal of this training session is to share current research about Down syndrome and to assist you in learning to use evidence-base practices in your work with children who have Down syndrome and their families. By the end of this course, participants will be able to:
Access the three NYS DOH Clinical Practice Guideline documents for Down Syndrome.
Use the NYS DOH Clinical Practice Guideline / Down Syndrome to help determine appropriate assessment and intervention strategies for young children with Down Syndrome.
Report of the Recommendations – Down Syndrome -Assessment and Intervention for Young Children (Age 0-3 Years)
http://www.health.state.ny.us/community/infants_children/early_intervention/docs/guidelines_down_syndrome_assessment_and_intervention.pdf
CPG-HL Clinical Practice Guideline: Hearing Loss
The health care system has a long history of using evidence-based guidelines in making decisions about assessment and intervention. Guidelines based upon credible scientific evidence provide us with a range of options from which to choose the best possible strategies to address individual needs. They provide the best opportunity for favorable outcomes and promote informed decision-making by both parents and professionals. The primary goal of this training session is to share current research about Hearing Loss and to assist you in learning to use evidence-base practices in your work with children who have Hearing Loss and their families. By the end of this course, participants will be able to:
Access the three NYS DOH Clinical Practice Guideline documents for Hearing Loss.
Use the Hearing Loss guidelines to determine appropriate assessment and intervention strategies for young children with hearing loss.
Report of the Recommendations – Hearing Loss- Assessment and Intervention for Young Children (Age 0-3 Years)
CPG-MD Clinical Practice Guideline: Motor Disorders
The health care system has a long history of using evidence-based guidelines in making decisions about assessment and intervention. Guidelines based upon credible scientific evidence provide us with a range of options from which to choose the best possible strategies to address individual needs. They provide the best opportunity for favorable outcomes and promote informed decision-making by both parents and professionals. The primary goal of this training session is to share current research about Motor Disorders and to assist you in learning to use evidence-base practices in your work with children who have Motor Disorders and their families. By the end of this course, participants will be able to:
Access the three NYS DOH Clinical Practice Guideline documents for Motor Disorders.
Use the NYS DOH Clinical Practice Guideline / Motor Disorders to help determine appropriate assessment and intervention strategies for young children with motor disorders.
Report of the Recommendations – Motor Disorder- Assessment and Intervention for Young Children (Age 0-3 Years)
http://www.health.state.ny.us/community/infants_children/early_intervention/docs/guidelines_motor_disorders_assessment_and_intervention.pdf
CPG-VI Clinical Practice Guideline: Vision Impairment
The health care system has a long history of using evidence-based guidelines in making decisions about assessment and intervention. Guidelines based upon credible scientific evidence provide us with a range of options from which to choose the best possible strategies to address individual needs. They provide the best opportunity for favorable outcomes and promote informed decision-making by both parents and professionals. The primary goal of this training session is to share current research about vision impairment and to assist you in learning to use evidence-base practices in your work with children who have vision impairment and their families. By the end of this course, participants will be able to:
Access the three NYS DOH Clinical Practice Guideline documents for Vision Impairment.
Use the guidelines to determine appropriate assessment and intervention strategies for young children with vision impairments.
Course Length: 3 1/2 hours Continuing Education Unit (CEU):	Prerequisite: None
Report of the Recommendations – Vision Impairment- Assessment and Intervention for Young Children (Age 0-3 Years)
http://www.health.state.ny.us/community/infants_children/early_intervention/docs/2008-02_vision_impairment_recommendations.pdf
EE Introduction to Early Intervention Evaluation, Assessment, and Eligibility Determination
The purpose of this full-day course is to provide introductory information and training specific to the process of evaluation, assessment and eligibility determination in the NYS Early Intervention Program (EIP). The curriculum content is based on regulatory requirements, New York State Department of Health (SDOH) Policy Documents, Clinical Practice Guidelines issued by SDOH, and generally accepted concepts of Best Practice. It includes changes that have occurred in the Early Intervention Program subsequent to the adoption of revised regulations in June 2010.
The primary audience for this training will be qualified professionals involved in the Early Intervention (EI) evaluation process. A secondary audience may consist of families, service coordinators, Early Intervention Officials and/or their designees (EIO/Ds), and other individuals interested in learning more about EI Evaluation Process. By the end of this course, participants will learn:
the responsibilities of each MDE team member
the required components of a Multidisciplinary Evaluation, including:
Determining initial and ongoing eligibility
Course Requirements: Participants are advised to register and attend the Introduction to EI Evaluation, Assessment and Eligibility Determination prior to registering for the Advanced Training: EI Evaluation, Assessment and Eligibility Determination course. Although not a prerequisite, we believe that by attending the Introduction Training first, attendees will receive comprehensive information important to their role in the Early Intervention Program and resulting in practices that align with federal and state statutory and regulatory policy.
Course Length: 7 hours Continuing Education Unit (CEU):	Prerequisite: None
EIP Memorandum 2005-02: Standards and Procedures for Evaluations, Evaluation Reimbursement, and Eligibility Requirements and Determinations Under the Early Intervention Program
http://www.health.state.ny.us/community/infants_children/early_intervention/memoranda/2005-02/docs/memorandum_2005-02.pdf
http://www.health.state.ny.us/community/infants_children/early_intervention/memoranda/2005-02/addendum_memo_2005-
02.htm
EIP Memorandum 2003-1, Early Intervention Program Records
Appendix G-Written Notice Requirements
Appendix H-Written Parent Consent Requirements
http://www.health.state.ny.us/community/infants_children/early_intervention/memo03-1.htm
Subpart 69-4: Regulations for the Early Intervention Program
EIP Memorandum 94-4: Service Coordination
http://www.health.ny.gov/guidance/oph/cch/bei/94-4.pdf
EI Guidance Memorandum 1999-2, Reporting of Children’s Eligibility Status Based on Diagnosed Conditions with High Probability of Developmental Delay
http://www.health.ny.gov/guidance/oph/cch/bei/99-2.pdf
NYS DOH Clinical Practice Guidelines (CPGs):
Early Help Makes a Difference Brochure
http://www.health.state.ny.us/publications/0527.pdf
http://www.nectac.org/~pdfs/pubs/nnotes10.pdf
http://www.health.state.ny.us/community/infants_children/early_intervention/guidance/external_evaluations_2007-11.htm
EE-2 Advanced Training: Early Intervention Evaluation, Assessment, and Eligibility Determination
The purpose of this training course is to provide information and training specific to the process of evaluation, assessment and eligibility determination in the NYS Early Intervention Program (EIP). The curriculum content is based on regulatory requirements, New York State Department of Health (SDOH) Policy Documents, Clinical Practice Guidelines issued by SDOH, and generally accepted concepts of Best Practice. It has been developed in conjunction with the full-day, basic training on evaluation and eligibility, Introduction to Early Intervention Evaluation, Assessment, and Eligibility Determination. It is recommended that participants attend the full-day introductory training prior to attending this advanced training. Participants will learn:
Determining inital and ongoing eligibility
Course Requirements: Participants are urged to consider registering for, and attending, the Introduction to EI Evaluation, Assessment and Eligibility Determination prior to registering for the Advanced Training: EI Evaluation, Assessment and Eligibility Determination course. As a result of feedback from participants and trainers, we have learned that many participants are asking for clarification, or raising questions during the Advanced Training about topics that are covered in the Introduction Training. Although not a prerequisite, we believe that by attending the Introduction Training first, attendees will receive comprehensive information important to their role in the Early Intervention Program and resulting in practices that align with federal and state statutory and regulatory policy.
Course Length: 4 hours Continuing Education Unit (CEU):	Prerequisite: None. Participants are advised to attend the Introduction to EI Evaluation, Assessment, and Eligibility Determination course prior to the Advanced Training.
EI-101 An Introduction to the New York State Early Intervention Program
If you are new to EI, the purpose of this training is to introduce you to the NYS Early Intervention Program. If you have been in EI for a while, this training will give you the opportunity to look at the NYS EI Program more holistically and connect guiding principles to practice. We will lay the groundwork by looking at the program’s historical and legislative foundations and its mission, goals and key provisions, including parental rights and procedural safeguards. We will review and discuss all of the steps of the EI process: referral, initial and ongoing service coordination, evaluation, eligibility, Individualized Family Service Plan development / implementation, and transition. By the end of this course, participants will be able to:
Discuss the underlying principles of Early Intervention and why they are important to working with infants and toddlers and their families.
Identify and briefly describe each step of the Early Intervention process in New York State.
Identify sources of further information about Early Intervention.
http://www.health.state.ny.us/community/infants_children/early_intervention/memo03-2.htm
Memorandum 2005-02 - Standards and Procedures for Evaluations, Evaluation Reimbursement, and Eligibility Requirements and Determination Under the Early Intervention Program
http://www.health.state.ny.us/community/infants_children/early_intervention/memoranda/2005-02/index.htm
http://www.health.state.ny.us/publications/0532/index.htm
GDI Group Developmental Intervention
The purpose of this training is to provide Early Intervention providers with the tools they need to ensure the availability of group developmental intervention services in integrated and inclusive settings. The information presented during the training is based on the new guidance document entitled, “Group Developmental Intervention Services Standards,” released in November, 2013 by the New York State Department of Health, Bureau of Early Intervention. The training session will highlight the key points of the guidance, and provide instruction on the standards that have been developed to promote consistent, high quality practices in delivery of group services statewide. This training has been developed to convey accurate and needed information to EI service providers. However, other qualified professionals and Early Intervention Officials and/or their designees (EIO/Ds) may attend. Families and other individuals interested in learning more about group developmental interventions may also attend. By the end of this course, participants will be able to:
Describe group delivery approaches consistent with early intervention program policy in New York State
Discuss the role of the IFSP team in group developmental intervention.
Apply appropriate teaching approaches and strategies when working with infants and toddlers receiving Group Developmental Intervention Services
Course Length: 2 hours and 30 minutes Continuing Education Unit (CEU):0.5	Prerequisite: None
Developing a written plan in collaboration with families for providing early intervention services to an eligible child is a requirement under law. As importantly, it is a core component of a family-centered community-based approach to service delivery. This session will engage participants in a practical exploration of the principles that define a family-centered community-based approach and engage them in discussion/activities designed to translate these principles into practice within the context of the NYS regulations By the end of this course, participants will be able to:
Understand the requirements in PHL related to the Individualized Family Service Plan (IFSP) process.
Learn about the principles underlying the development and implementation of the written IFSP.
Apply the information about the IFSP process to group discussions/activity and a sample vignette.
Course Length: 8 hours	Continuing Education Unit (CEU): 1.0	Prerequisite: None
http://www.nectac.org/topics/families/famresources.asp
ISC Introductory Service Coordination
Sensitive and effective service coordination is a vital component of Early Intervention. Along with a thorough working knowledge of the system, service coordinators must possess the skills necessary to work in partnership with families and other professionals. In recognition of this, NYSDOH requires that all service coordinators in EI participate in an approved official training as part of their approval process [Sec. 69-4.4(b) EIP Regulations]. This training is the official training approved by the State for this purpose. By the end of this course, participants will be able to:
Course Length: 6 hours	Continuing Education Unit (CEU):	Prerequisite: None
Course Requirements: Complete pre-session readings prior to course attendance. Print regulations, guidance documents and memoranda and bring to session.
Protocol on Children in Foster Care Who Participate in the Early Intervention Program
http://www.health.state.ny.us/community/infants_children/early_intervention/memoranda/docs/foster_care_protocol.pdf
http://www.nyhealth.gov/guidance/oph/cch/bei/
Reissued Early Intervention Memorandum 93-3 Respite Services
http://www.nyhealth.gov/guidance/oph/cch/bei/93-3.pdf
Reissued Early Intervention Memorandum 94-3 Referral Procedures for the Early Intervention Program
http://www.nyhealth.gov/guidance/oph/cch/bei/94-3.pdf http://www.nyhealth.gov/guidance/oph/cch/bei/94-3_attach_c.pdf
Reissued Early Intervention Memorandum 94-4 Service Coordination
http://www.nyhealth.gov/guidance/oph/cch/bei/94-4.pdf
Reissued Early Intervention Memorandum 95-2 Individualized Family Service Plan
http://www.nyhealth.gov/guidance/oph/cch/bei/95-2.pdf
Reissued Early Intervention Memorandum 99-1 Assistive Technology
http://www.nyhealth.gov/guidance/oph/cch/bei/99-1.pdf
Early Intervention Memorandum 1999-2 Reporting of Children’s Eligibility Status Based on Diagnosed Conditions with High Probability of Developmental Delay
http://www.nyhealth.gov/guidance/oph/cch/bei/99-2.pdf
Reissued Early Intervention Memorandum 00-1 Qualified Personnel in the Early Intervention Program
Reissued November 2002 Early Intervention Program Memorandum 2001-1 Guidelines on Database Check for Providers of Early Intervention Services through the State Central Register of Child Abuse and Maltreatment
http://www.nyhealth.gov/guidance/oph/cch/bei/2001-1_memorandum.pdf
ISF-1 Information Session for Families: Learning Everyday
Children do learn everyday. They learn from the people who care for them and through their daily life experiences. Family and caregivers are their best "teachers". Infants and toddlers who have developmental challenges are no different in this respect. They learn by doing, by exploring, by being active participants in their families and in their communities. Child care providers have information and resources that can help shape a child’s Individualized Family Service Plan so that it makes good use of daily routines and activities as learning experiences. This training explores ways that child care providers, families, and EI service providers can work together to develop and implement IFSP outcomes that are functional for the child and family. By the end of this course, participants will be able to:
Describe the legal basis for providing early intervention services for infants and toddlers in "natural learning environments."
Access useful and practical information on how you can help your child learn within his/her natural daily routines and play activities.
Describe your role in developing and implementing an IFSP that reflects outcomes that are functional for your family and your child.
Identify specific strategies you can use to communicate effectively with service providers to ensure that your needs and priorities are understood and reflected in therapy goals and practice.
Course Length: 2-4 hours Continuing Education Unit (CEU):	Prerequisite: None
ISF-2 Information Sessions for Families: Transition
The purpose of this training is to assure that course participants will gain an understanding of the Early Intervention Program including historical background, legislation, program mission, goals and key provisions. By the end of this course, participants will be able to:
Understanding the philosophy of family centered practice
Develop a greater understanding of the partnership between parents and Early Intervention service personnel
Recognize the importance of systematic planning for their children’s future needs
Understand the information on the transition from the Early Intervention Program to services at age three
Procedural Safeguards afforded by the Early Intervention Program
Course Length: 3 hours Continuing Education Unit (CEU):	Prerequisite: None
Education Law- Section 4410
http://public.leginfo.state.ny.us/LAWSSEAF.cgi?QUERYTYPE=LAWS+&QUERYDATA=$$EDN4410$$@TXEDN04410+&LIST=SEA4+&BROWSER=EXPLORER+&TOKEN=00944040+&TARGET=VIEW
Guide for Determining Eligibility and Special Education Programs and/or Services for Pre School Students with Disabilities
http://www.pl2.nysed.gov/specialed/publications/preschool/guide/home.html
ISF-2A Information Session for Child Care Providers: Learning Everyday
Child Care settings are a "natural environment" for many infants and toddlers with disabilities and offer countless opportunities for children to learn and develop. Children who receive their early intervention services in child care settings benefit from the involvement of child care providers. In addition, child care providers can provide information and insights that helps to shape a child's Individualized Family Service Plan (IFSP) so that it makes good use of the child's daily routines and activities as learning experiences. This training explores ways that child care providers, families, and EI service providers can work together to develop and implement IFSP outcomes that are functional for the child and family. By the end of this course, participants will be able to:
Describe the rationale and legal basis for providing early intervention services for infants and toddlers in "natural environments."
Access useful and practical information on how child care providers can help infants and toddlers with disabilities learn within their daily routines and play activities in child care settings.
Understand the role that child care providers have in developing and implementing an Individualized Family Service Plan (IFSP) that include outcomes that are important to the family and functional for the child.
Identify specific strategies child care providers can use to communicate effectively with service providers.
Course Length: 3.5 hours Continuing Education Unit (CEU):0.5	Prerequisite: None
NYEIS Insurance: NYEIS Case Management and Functionality for Service Coordinators and Providers
The purpose of this training is to provide service coordinators, both initial and ongoing, with the knowledge and tools they need to perform to the best of their ability for every family they serve and to enhance/provide information on obtaining a family’s insurance information, which became their responsibility in 2013. This training is also available to municipal staff and providers although most of the responsibilities are those of service coordinators. This training provides information in two formats; the first is a PowerPoint presentation and the second consists of live demonstrations in NYEIS. The trainer will demonstrate how to add and edit insurance data in NYEIS through live web-based presentations. By the end of this course, participants will be able to:
Effectively obtain and collect insurance information for families with children receiving early intervention services "
Will apply knowledge of how to add and edit in NYEIS insurance data.
Apply the knowledge and resources that will ensure successful billing and claiming
Course Length: 4 hours Continuing Education Unit (CEU):0.5	Prerequisite: None
The concept of working with young children and their families in “natural environments” goes well beyond the limits of “location”. It involves working with children / families within the normal context of their days and weaving intervention into their interests, priorities, activities, and routines. For most of us this requires a re-examination of our attitudes, beliefs, and practices since we were likely not trained in this model of service delivery. The session includes a discussion of the elements of the “natural environments” approach, a look at model programs currently in use, specific strategies for integrating therapy into children’s routines, and a variety of small group activities and case studies. By the end of this course, participants will be able to:
Summarize the legal requirements and rationale for delivery of early intervention services in natural environments.
Discuss key concepts related to the provision of quality early intervention services in natural learning environments.
Select best practices to assist families in identifying routines and activities that are teaching and learning opportunities.
Apply the information to group activities and sample case studies.
Course Length: 4 hours	Continuing Education Unit (CEU):	Prerequisite: None
Workgroup on Principles and Practices in Natural Environments (Final Draft 11-07) Agreed upon practices for providing services in natural environments. OSEP TA Community of Practice- Part C Settings.
http://www.nectac.org/~pdfs/topics/families/AgreedUponPractices_FinalDraft2_01_08.pdf
MP The Monitoring Process and Beyond: Strategies for Ensuring Quality and Best Practice
The purpose of this training course is to provide an overview of the monitoring process and to familiarize participants with expectations in the development of corrective action plans. By the end of this course, participants will be able to:
Understanding of DOH regulations and guidance documents
Instruct in development of policies and procedures that comply with DOH standards and regulation
Identify the necessary components required in a corrective action plan (CAP)
Develop a plan for continuous quality assurance and improvement