EIS IPDP
Welcome to your EIS IPDP!
Notes:
Welcome EISs. This is your EIS Individualized Professional Development Plan (IPDP), which is specifically for the EIS credentialing process.
Module Navigation and Information
Notes:
Let's explore how things will work while you are working through the EIS credentialing process
Learning Objectives: The Learning Objectives begin each section. There are four sections: Mission and Philosophy, Evaluation and Assessment, IFSP, and Service Delivery. Additionally, there are Observations & Demonstrations that must be provided in each section. You will get the forms from your supervisor. The observations and demonstrations must be completed as part of your IPDP. All must be completed, but do not need to be completed in a particular order and can be completed at any time during the credentialing process. The observations and demonstrations will be discussed at the very end of this module, after the service delivery section.
The module is split up into sections that can be accessed at any time. You can find the section by searching for the four headings as you move through this module. There are notes that you read in each section.
At various points throughout the module, you’ll be asked a question. There will be an answer to that question. These are quick self-checks.
Additional Materials & Journal: The worksheets, articles, handouts and webinars that you need to complete your IPDP are linked throughout the module. Instructions for completion will be provided on the handout or in the module. Some handouts you will need to get from your supervisor, who can assist you with completion. Alternatively, you can access the entire course packet before you start the training. You will need to get the entire course packet from your supervisor.
You will need to keep a journal throughout the course. There will be places within the module where you will be directed to write information in your journal, which will later be shared with your supervisor.
After you have completed all required activities, observations, and demonstrations, at the end you will learn the final steps in the EIS credentialing process.
Your Coach
Notes:
Your EIS IPDP coach will guide you through your EIS IPDP and provide you with feedback.
Your Service Coordinator
Notes:
The service coordinator will bring you information about a new child added to your caseload.
Building on what you know
Notes:
Have you completed Making It Work (MIW)? If not, complete Making It Work prior to starting the EIS IPDP. Activities in the EIS IPDP build upon knowledge you learned in Making It Work. These activities will include reading articles, watching webinars, completing quizzes, observations, demonstrations, and adding a new child to your MIW caseload.
The EIS IPDP requires more independent work and is not structured to be finished in one sitting. All of the activities you are required to complete are listed on your EIS IPDP checklist. Use the checklist to keep track of completed activities and where you left off.
Connection to MIW
Notes:
There are four sections of the EIS IPDP: Mission & Philosophy, Evaluation and Assessment, IFSP and Service Delivery. The EIS credential builds on what you learned in MIW. Each section will have learning objectives. You will review the learning objective to find out your required tasks.
Mission & Philosophy:
In MIW you were introduced to Texas Administrative Code (TAC) and Code of Federal Regulations (CFR). Now you'll learn what TAC and CFR say pertaining to EISs.
In MIW you were introduced to best practices and legal requirements for professionals in early intervention. Now you'll learn about the EIS Code of Ethics and Statement of Excellence and relate them to your daily work.
In MIW you were introduced to cultural competence and its importance to ECI services. Now you'll learn how cultural differences impact services and develop cultural competence.
Evaluation & Assessment:
In MIW you were introduced to medical diagnosis as one eligibility criteria. Now you'll expand your knowledge of risk factors and medical diagnoses, and understand how these conditions impact child development.
In MIW you were introduced to administration of the BDI-2. Now you'll identify and address common challenges with administration of the BDI-2.
In MIW you were introduced to the evaluation and assessment process. Now you'll learn how to customize the process for children in bilingual environments and for infants six months and younger.
In MIW you were introduced to the HELP. Now you'll learn how to administer the HELP.
In MIW you were introduced to the Needs Assessment, Identification and Referral form. Now you will learn how to determine further need for evaluation in the six required areas and complete the Needs Assessment, and Referral form.
IFSP:
In MIW you were introduced to the IFSP process. Now you'll review fundamental characteristics of the IFSP process.
In MIW you were introduced to the RBI. Now you'll identify strategies for conducting an effective RBI.
In MIW you were introduced to communicating with families. Now you'll identify strategies for gathering information from the family to facilitate a reciprocal process.
In MIW you were introduced to the global child outcomes. Now you'll learn about the three global child outcomes and be able to assign and document outcome ratings.
In MIW you were introduced to documenting the IFSP. Now you'll learn how to complete appropriate documentation for the IFSP.
In MIW you were introduced to assessment for IFSP. Now you'll learn how to assess a child's functional abilities, strengths, needs, and priorities.
In MIW you were introduced to functional, measurable outcomes. Now you'll learn how to write functional, measurable outcomes.
In MIW you were introduced to the periodic and annual reviews. Now you'll learn how to identify when a change to an outcome is needed during a periodic review.
Service Delivery:
In MIW you were introduced to Specialized Skills Training (SST). Now you'll learn the TAC requirements for SST, the difference between SST and other services, to identify developmental red flags, and fundamental techniques for providing SST to include writing a progress note that accurately documents the SST visit.
In MIW you were introduced to visual impairment as a criteria for eligibility. Now you'll learn how to modify services for children with visual impairments.
In MIW you were introduced to documenting service delivery. Now you'll learn how to document SST.
Main Menu/ Learning Objectives
1. IPDP Mission and Philosophy
1.1 Learning objectives
Notes:
The following are the learning objectives for the Mission & Philosophy section. Your tasks will accomplish these objectives:
1. Develop your understanding of state and federal requirements pertaining to EIS.
2. Learn about the EIS Code of Ethics and the EIS Statement of Excellence and relate them to your daily work.
3. Learn how cultural differences impact services and develop cultural competence.
1.2 EIS in TAC
Notes:
Develop your understanding of state and federal requirements pertaining to EIS. You will read about EIS in TAC and check your knowledge.
As an EIS, you are an integral part of the team. Before we go further, read the rules regarding staff qualifications for an Early Intervention Specialist. It's listed in the Texas Administrative Code Title 40, Part 2, Section 108.313. The link is here: http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=40&pt=2&ch=108&rl=313.
After you read this, answer this question:
According to TAC, how does an EIS on inactive status return to active status?
Answer: By submitting 10 contact hours of continuing education for every year of inactive status, including documentation of three contact hours of ethics training within the last two years. (Section 108.313-d)
1.3 EIS Code of Ethics
Notes:
Learn about the EIS Code of Ethics and the EIS Statement of Excellence and relate them to your daily work.
Read the EIS Code of Ethics. The Code of Ethics is listed here: https://admin.abcsignup.com/files/{07D0901F-86B6-4CD0-B7A2-908BF5F49EB0}_59/Code_of_ethics.pdf
1.4 Quiz: Is It Ethical?
Now that you have read the EIS Code of Ethics, answer the following four questions related to Ethics.
Question 1:
As an EIS with a background in child development, I am working on a team with an occupational therapist. The O.T. coaches Mom how to complete stretches with the baby’s legs and in that process I also learn how to complete the stretches this baby needs. I am working with another family without an O.T. on the team, and the Dad gives a similar description to what I encountered with the other family, except it has to do with this baby’s arms. I start coaching Dad on the same stretches.
Does this violate the Code of Ethics?
A. Yes
B. No
The correct answer is Yes. It is a violation because:
· EISs must operate within the boundaries provided by their education, training and credentials.
· EISs must take measures to avoid imposing or inflicting harm.
· EISs must truthfully represent their services, professional credentials and qualifications. EISs must inform families of their credential.
Question 2:
I am working with a child who has a medical diagnosis. I just enrolled another child who has the same medical diagnosis. One parent tells me it would be nice to meet other parents of children with the same diagnosis. I give her the contact information of the other parent, but I do not provide her with any specific information about the child.
Does this violate the Code of Ethics?
A. Yes
B. No
The correct answer is Yes. It is a violation because EISs must maintain the confidentiality of families served by the ECI Program in accordance with Early Childhood Intervention Services Policy.
Question 3:
I see a child for SST for one hour every week. My visit was supposed to start at 1:00, but I was ten minutes late. I needed to leave 5 minutes early because there was a detour along my usual route to my next appointment. On my progress note, I documented the visit was from 1:00 - 2:00 and entered 4 billing units to show I was there an hour.
Does this violate the Code of Ethics?
A. Yes
B. No
The correct answer is Yes. It is a violation because EISs must not falsify documentation.
Question 4:
A dad of a child on my caseload works as a mechanic. My car needed some work done to it and he repaired it for me off the clock. He did not charge me as much for labor since he did it from his home and because I am working with his child.
Does this violate the Code of Ethics?
A. Yes
B. No
The correct answer is Yes. It is a violation because:
· Financial relationships between the EIS and family members of children enrolled in the ECI Program that employs the EIS are prohibited until the child “exits” ECI.
· EISs must not exploit their position of trust and influence with a family by benefiting from relationships established as an EIS.
1.5 Self-Reflection
Notes:
Take a moment to write in your journal. How would you respond if you observed a colleague violating the code of ethics?
Did you consider:
Asking your co-worker, in a non-confrontational approach, if your program has a policy about the action you observed?
Addressing your concern with your supervisor?
The consequences if you remain silent about your observation?
Keep in mind. "EISs have a professional obligation to report unethical behavior demonstrated by colleagues throughout the ECI system to their program director and to the appropriate board or state agency.” Staff who work for ECI represent ECI and can represent the system positively or negatively. So, someone acting unethically is not just hurting his/her own reputation, they are affecting the reputation of the ECI system
1.6 The EIS Statement of Excellence
Notes:
Read the EIS Statement of Excellence. The EIS Statement of Excellence is linked here: https://admin.abcsignup.com/files/{07D0901F-86B6-4CD0-B7A2-908BF5F49EB0}_59/EIS_Statement_of_Excellence.pdf
1.7 Your personalized Statement of Excellence
Notes:
It’s your turn to personalize the statement of excellence! As an EIS, how do you meet the description in this statement through the services you provide?
Statement of Excellence: “We believe in responsive and interactive relationships with families, teams and communities. We empower families to support their child’s development to reach his or her fullest potential. We value differences, view them as strengths and appreciate others for their own unique qualities.”
Think about and journal your answers to each of the questions. Then share your answers with your supervisor.
1. We believe in responsive and interactive relationships with families, teams and communities. I demonstrate responsive and interactive relationships by…
2. We empower families to support their child’s development to reach his or her fullest potential. I empower families by…
3. We value differences, view them as strengths and appreciate others for their own unique qualities. I show I value differences by…
Remember to share these answers with your supervisor.
1.8 Mission and Philosophy continued
Notes:
Learn how cultural differences impact services and develop cultural competence.
1.9 Cultural Competence, part 1
Notes:
Read this article on Cultural Competence. The link to the article is here: https://admin.abcsignup.com/files/{07D0901F-86B6-4CD0-B7A2-908BF5F49EB0}_59/Understanding_Culture.pdf
1.10 Cultural Awareness vs. Cultural Competence Quiz
Cultural competence is often confused with cultural awareness, but they are different concepts. Based on the article you just read, do the following statements reflect cultural competence or cultural awareness?
Statements 1:
Being sensitive to differences across cultures and accepting those differences. Recognize there are no right or wrong cultural characteristics, just difference.
These statements describe:
A. Cultural Awareness
B. Cultural Competence
The correct answer is Cultural Awareness.
Statements 2:
Take your understanding of culture and use it to work effectively within your culture and the culture of the family. Utilizing the beliefs and preferences of the family’s culture in the services you provide. These statements describe:
A. Cultural Awareness
B. Cultural Competence
The correct answer is Cultural Competence.
1.11 What does your family of origin value?
Notes:
In order to be culturally competent, you must first be aware of your own culture, including your feelings about religion, work, health and family. Even though you were raised in that culture, as you mature as an adult, you form your own values and beliefs. For this next exercise, you will plot the following categories from most important to least important for your family of origin, then you will do the same for yourself.
First, rank these values in the order of importance to your family of origin, from most important to least important:
· Tradition/ ritual
· Equality
· Religion
· Work
· Health
· Hierarchy
· Education
· Independence