On May 1, 2021, Governor Northam proclaimed May as Early Intervention Awareness Month in Virginia. Many EI programs use this month to raise awareness and build relationships with referral sources, physician offices, other community programs, and of course, families. The video What is Early Intervention in Virginia? is often shared widely because it provides an overview explaining what EI is, what it looks like, and how it works. One of the things I love about this video is the opportunity to see and hear from families who have experienced EI. I think family stories are perhaps the most powerful “tools’ we have to build awareness of what EI has to offer. They can help us reach new families and invite them into partnerships with us. Family stories also remind us about why we do what we do. With that in mind, I’m going to share several videos you can use to spread the word about EI from the perspectives of families. If you have other videos you love too, please share the links by leaving a comment below. Here we go!

Reflections during the Final Visit (CO Dept of Education, runtime 5:46)

This video features a mother reflecting on her relationship with the physical therapist who visited her home to support her and her daughter. I think that perhaps, showing what happens at the end of EI, like you’ll hear and see in this video, can help open a doorway to the beginning of EI for another family.

Liam’s Story: A Mother’s Voice (VEIPD, runtime 5:15)

This video also features a mother telling the story of her family’s experience with EI. This story is a powerful reminder of the impact of this work on the daily lives and relationships of families. As an early interventionist, you never know what you might say or do that can have a lifelong impact. EI Awareness Month can be a nice reminder about that too.

Dream Big: A FIT Family Story (FIT FOCUS Video Library, runtime 5:27)

In this video, you’ll hear from a mother and father about how EI worked for them. They explain the emphasis on helping the family help the child. They also describe about how coaching helped them to use strategies in their home during the things they already do rather than adding extra things to do. They also share advice for families to “dream big for your child.” (Due to permission settings, you’ll need to click the “Watch on Vimeo” button below. This video is definitely worth the extra click.)

Parents and Early Intervention (EITP Illinois, runtime 7:59)

I featured this video in another recent post because it’s new. I think it’s worth mentioning again as another resource to share a family’s story. Even though this isn’t a family in VA, I think this family’s message is universal.

That’s just a few of the fantastic family story videos that are floating around the web. If you’d like to see more videos of families in EI, check out the Early Intervention Video Library and look for Families’ Experiences in EI in the menu. You might also find the Early Intervention – General page helpful for sharing info about EI with others.

So what are you doing to celebrate EI Awareness Month? What is your favorite EI family story video?

Share your thoughts, ideas, and video links in the comments below!

The post EI Awareness Month in VA – The Power of Family Stories appeared first on Early Intervention Strategies for Success.

Raise your hand if facilitating transition from early intervention (EI) has been challenging for you or your staff?

Rest assured, you are not alone! We, on the professional development team, consistently hear from service coordinators (especially newbies) and local EI system managers that transition is daunting. They tell us that they or their staff struggle with managing the timelines, filling out the IFSP transition pages, scheduling the meetings, and generally keeping all of the requirements in mind. EI practitioners want to make sure the process works well for families, and as you know, transition is federally monitored so it is very common to feel pressure to “do it right.” To help you help your staff, or help yourself, ensure smooth transitions, we’ve developed a new Transition from Early Intervention Learning Path.

What is a Learning Path?

Learning Paths are small collections of curated activities that focus on an EI topic. To learn about the topic, learners complete each activity on the path. Activities might include reading an article, completing an online module, watching a video, etc. Once the learner completes the learning path, he/she takes a final quiz to earn a certificate documenting the professional development hours earned.

We have several learning paths available now – two on Autism Spectrum Disorder and five on functional assessment. In this post, we’re going to focus on our newest learning path on transition and talk about how to use it with your staff, whether you are meeting in-person or virtually.

A Four-Step Plan for Staff Development

Here are four steps you can use or adapt when helping your staff brush up on their knowledge about transition from EI:

1. Open a discussion about transition during a staff meeting.

Before your staff start the learning path, pull them together for a virtual or in-person meeting about transition or add this to your staff meeting agenda. Use open-ended questions to facilitate a discussion that airs out the challenges and makes room for successes and strategies. Be open to hearing what your staff still need to know. Here are some examples of guiding questions:

• What’s going well this year with transition?
• What do you find challenging about transition? Why?
• What questions do you have about facilitating transition?
• What does a successful, smooth transition look like?
• What tools and strategies are you using now for successful transitions?

2. Guide your staff through the Transition Learning Path.

Introduce your staff to the transition learning path by taking them on a web tour during the meeting, or email them the link to the path with instructions for what to do. To familiarize yourself, take a moment now and visit the Transition Learning Path. Review the six activities, then come back here for more ideas for how to continue the learning process.

Here are some options for how to help your staff move through the path:

• Have staff do one activity before each staff meeting for the next 6-7 meetings
• Convene a special transition discussion group to do each activity together then discuss
• Give staff a deadline to complete the learning path then get together to discuss using specific guiding questions
• Identify staff partners to work through the path together by completing activities and coming together regularly to meet, then pull the whole group together to discuss and share insights.

Or, if you are an individual service coordinator or service provider, you can complete the path on your own. I recommend completing the activities across several sessions rather than trying to knock it all out in one afternoon. The path results in a certificate documenting four professional development hours (after completing a knowledge check) so you will get the most out of it by absorbing the content across time.

3. Continue the learning with a Transition Learning Byte.

Learning across time is always more effective than learning from a single event or resource. The nature of the learning paths encourages learning across time, but you can extend the conversation even further by using the Shooting the Transition Hoop Learning Byte. Learning Bytes are staff meeting activities on a variety of EI topics. The purpose of the transition learning byte is to guide learners as they review key things to remember about transition and reflect on how they can use this information in their daily work with children and families. This could be an activity you do after a group discussion about what was learned from the learning path as a way to debrief. Or, use this learning byte two weeks or a month later to refresh and revisit transition.

4. Revisit the Transition from Early Intervention Services to Part B Preschool Special Education Performance Checklist in 3 months.

Another idea to stretch the conversation and continue the learning would be to use the Transition Performance Checklist multiple times. It is included as an activity on the learning path, but you could have your staff complete it again three months down the road as a self-assessment, either during a group meeting, at supervision, or during peer observations.

Transition is an ongoing process that is so important to ensuring families leave EI with confidence. Whether your staff includes service coordinators, service providers, or both, all EI practitioners can benefit from an understanding of the process. If you want more information or resources about transition, be sure to visit the VA Early Intervention Professional Development Center site’s Transition topic page.

How could YOU use the new Transition Learning Path?

Share your ideas in the comments below!

Resource Highlight: Transition Tutorials

This 4-part series of video tutorials is part of the learning path but can be very useful to staff on their own. These tutorials explain how to complete the transition section of VA’s IFSP and additional requirements in the process:

• Transition:  A Series of Family Decisions 
• Transition: Developing the Plan and Documenting the Steps 
• Transition in Action: Scenarios
• Transition Conference Requirements 

Look for the tutorials on the VEIPD Transition topic page, under the eLearning tab!

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The presence of an engaged service coordinator who understands the role and skillfully conducts the  many responsibilities of the position ensures a well-coordinated approach to EI service delivery. It is widely acknowledged in the EI field that families have the right to high-quality, individualized EI services; our field must commit to including service coordination in this acknowledgement by ensuring that the professionals who provide this service receive the attention, understanding, respect, and resources they need and deserve. (DEC and ITCA, 2020, p 10)

Wow. This quote is from the summary of the Service Coordination and Early Intervention – Division for Early Childhood (DEC) and IDEA Infant & Toddler Coordinators Association (ITCA) Joint Position Statement which was recently released in December 2020. It’s a powerful message for our field that’s intended to help us leave behind the unfortunate idea of service coordinators as simply paper pushers. It signals to leaders, administrators, and team members, including families, that service coordinators (SCs) are vitally important professionals who play key roles in the delivery of quality early intervention (EI). It’s about time. I’m proud to have been a part of the development of this statement and eager to spread the word.

A Joint Call to Action

The statement was written, reviewed, and finalized as a collaboration between DEC and ITCA. It represents the voice and beliefs of EI professionals from multiple disciplines who are members of DEC and Part C coordinators across the country. Together, these groups came to the conclusion that we needed a strong Call to Action in support of service coordinators and specific information about the knowledge, skills, beliefs, expertise, roles, and responsibilities of professionals who provide service coordination to encourage consistency across our field.

What Can You Do?

Let’s break down the four recommendations in the Call to Action and consider how to move the dial forward.

#1: States and local programs should review and align current competencies to the indicators in the Knowledge and Skills for Service Coordinators (KSSC) document.

In an appendix, the KSSC outlines six knowledge and skill areas that are essential for service coordinators, including: infant and toddler development, family-centered practices, leadership and teaming, coordination of services, transition, and professionalism. Take some time to read it and compare it to guidance or competencies your program uses when hiring and training SCs. If you don’t have program-level competencies, consider adopting these.

#2: Leaders who hire, supervise, and mentor service coordinators must have a thorough understanding of the expertise and needs of these professionals. This understanding is essential to ensure that compensation aligns with the level of responsibility expected of service coordinators. Service coordinators also should have appropriate administrative support, reflective supervision, and resources to successfully manage the workload, navigate changes in policies and procedures, and, most importantly, partner with families.  

This recommendation focuses on leadership and administrative support, which traditionally varies greatly across EI programs. If you are a leader, be honest with yourself and reflect on what you understand. Can you specifically explain what the SCs in your program do and what they need? If you find holes in your knowledge or how your program functions, make a plan to address them starting today. A few ideas:

• Ask your SCs what they need and how your program can meet this recommendation, then work together to set goals.
• Schedule regular meetings with service coordinators to touch base, identify needs, and collaborate toward goals.
• Provide specific info about policy changes and what they mean. Invite input and be flexible when you can.
• Check in regularly about workloads.
• Be available for regular planned and unplanned reflective supervision.

#3: States and programs must consider multiple factors when determining workload size to ensure that service coordinators can manage the roles and responsibilities outlined in this joint position statement. The factors to consider include (1) the number of families served per service coordinator, (2) the varying levels of need experienced by families, (3) the model of service coordination implemented in the state/program, (4) the need for administrative support and supervision, and (5) the level of responsibility, educational background, and any specific expertise required of service coordinators in a given state or program.

This recommendation strongly encourages programs to use a multi-factorial view when determining workloads for service coordinators, rather than simply relying on “caseload” numbers which often fail to reflect the complexity and individualized nature of the work. If you are a leader, take a hard look at how your program operates, check in with your staff, and make adjustments to make the work more manageable. If you are a service coordinator, examine your workload and talk with your supervisor about what is going well and where you need support. Bring your creative ideas to the meeting and work together to tackle this recommendation. You might not be able to change the number of referrals coming in, but there are often smaller changes that can be made to improve the situation.

#4. Additional research is needed to identify recommended practices specific to service coordination, which could be guided by the KSSC document. Research also needs to address how these practices would be implemented with families and how service coordinators would be trained to use these practices during preservice and inservice training.

This might sound like a recommendation for academics, but academics need EI programs to work with to conduct research. Reach out to your local university to initiate conversations about research and service coordination. Encourage faculty to share the position statement with their students. Building partnerships with faculty not only benefits the students you may share during field placements, but could also have a positive impact on the field if you work together to learn more about best practices.  

I encourage you to take the time to read the full position statement and share it (or the Executive Summary) with at least two other people. Share it with your staff or with colleagues, other SCs, contractor agencies, leadership, families, and higher education faculty. Start thinking about how you can use it in your program or state.

Let’s answer the call for action by dedicating some intentional time and energy to our service coordinators. They deserve it.

How can you use the position statement in your program? Who will you share it with?

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Once upon a time, a local EI system manager was planning her staff meeting and thinking, “I wish I had a quick staff development activity to help my staff reflect on their intervention practices.” Then, she looked at the time and, with a sigh, realized she didn’t have time to come up with something or search the VA Early Intervention Professional Development Center site or the internet for ideas.

“Oh well,” she thought, “maybe next time.” Except that next time the same thing happened. Good intentions but limited time to pull together staff training – that was her reality.

Does this sound familiar? Don’t worry, we’ve got you covered.

In response to a request from a local system manager here in Virginia, we have created a group of free, easy-to-implement staff development activities called Learning Bytes. These activities are relatively short in duration (depending on your group size, how talkative your group is, etc.) and designed to address training needs expressed by supervisors. Each learning byte has everything you need to pull off an effective – and brief – training activity during a staff meeting or inservice. Each pdf includes a purpose statement, list of materials you’ll need, detailed step-by-step instructions, handouts, links to online resources, and answer keys (as appropriate) with guidance on how to debrief. The learning bytes are organized by topic tabs, and so far include: Assessment, EI Service Delivery, IFSP Outcomes, Interest-based Learning, Professional Responsibilities & Considerations, Service Coordination, and Substance Exposure. As of today, we have posted 33 learning bytes and more are on their way!

So next time you find yourself wishing or searching for a quick activity to help your staff brush up on their skills, reflect on their practices, or learn something new, be sure to check out our Learning Bytes page. You can find it from the VEIPD homepage under EI Topics & Tools!

What activity ideas to you have? What does your staff need to learn? 

How could YOU use a learning byte at your next staff meeting?

Share your thoughts in the comments below and we might build a new learning byte with your idea!

The post Learning Bytes: Activities YOU Can Use for Staff Development appeared first on Early Intervention Strategies for Success.

There are many frameworks for leadership but one of my favorite is The FISH! Philosophy. It is a proven way to find joy and energy in our work. The FISH! Philosophy is inspired by a group of fishmongers from Seattle’s Pike Place Fish Market. This team is a shining example of how you can create a culture and workplace that encourages people to flourish. Being a fishmonger is obviously hard work, despite the cold and harsh conditions, they have found a way to harness a positive attitude and have fun at work. Here is their story (cited from http://www.fishphilosophy.com/ The FISH! Philosophy® ChartHouse Learning Corporation):

Documentary filmmaker John Christensen was shopping in Seattle when he heard cheering in the distance. Curious, he followed the sound and encountered a crowd surrounding a small fish market—World Famous Pike Place Fish, to be exact. Suddenly a fishmonger fired a slippery salmon to a coworker, who made a spectacular one-handed catch as the crowd applauded. He invited a delighted customer to catch a fish.
The positive energy was electric.
The fishmongers greeted strangers like old friends. Despite the noise and bustle, when a fishmonger focused on serving a customer, it was as if they were the only two people in the world. Everyone was smiling—and buying lots of fish. John noticed that selling fish looked cold and exhausting, yet these fishmongers attacked their work with energy and engagement. He wondered, “How do they do it?”
“I want what these guys have.”
John brought a camera crew back to the market and spent several days with the fishmongers. When he and his team analyzed the footage, they identified four simple practices the fishmongers brought to their work that anyone could use to be successful.

How Does This Apply to Early Intervention?

As leaders in early intervention, we need to build effective teams. When a team lives these four simple practices, it builds trust, teamwork, appreciation and accountability—the foundation every team needs to excel:

1. Be There
Be emotionally present for people. It’s a powerful message of respect that improves communication and strengthens relationships.

• When coaching caregivers and teaming with your colleagues, to “be there” is to be fully engaged in the moment, inviting opportunities and sharing the experience together.

2. Play
Tap into your natural way of being creative, enthusiastic and having fun. Play is the spirit that drives the curious mind, as in “Let’s play with that idea!” You can bring this mindset to everything you do in your work with families and colleagues.

• Play is not a specific game or activity. It is a state of mind that brings new energy to the tasks at hand and sparks creative solutions. Bring play into coaching and watch how innovative caregivers become in coming up with their own ideas and solutions.

3. Make Their Day
Find simple ways to serve or delight people in a meaningful, memorable way. It’s about contributing to someone else’s life—not because you want something, but because that’s the person you want to be.

• If you find your energy lapsing, find someone who needs a helping hand, a word of support and a good ear- and make their day.
• Hold a door, say “thank you”, ask about a person’s family or simply tell someone how much you appreciate them.
• Use stories and memories to engage people.
• Take a genuine interest in the unique gifts of others.
• Make the effort to brighten someone’s day. Be the person you want to be.

4. Choose Your Attitude
Take responsibility for how you respond to what life throws at you. Your choice affects others. Ask yourself: “Is my attitude helping my team or my clients? Is it helping me to be the person I want to be?

• There is always a choice about the way you do your work even if there is not a choice about the work itself.
• Be aware of what your attitude is and how it affects you and others.
• Once you are aware of the impact your attitude has on others, you may view your attitude differently, even if the situation or person that prompted the attitude hasn’t changed.

The FISH! Philosophy helps colleagues to create a Be There culture where people feel heard and supported. It reminds everyone to Make Their Day, so they can show colleagues and clients they are valued. It frees them to Play with new ideas and be themselves in a safe environment. And it helps people to be aware of their impact on others, understanding that to create the kind of day that leaves you fulfilled you have the power to Choose Your Attitude. Whether you are a service coordinator, a provider or a manager, leadership starts with YOU!

Anne Brager is a Technical Assistance Consultant with the Infant & Toddler Connection of Virginia. She can be reached at anne.brager@dbhds.virginia.gov.

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Today, we completed our two-part Talks on Tuesdays webinar series entitled “Beyond Cultural Competence: How to Effectively Work with ALL Families.” This webinar series introduced what may be a new concept to early intervention practitioners. This concept, cultural humility, helps us think more deeply about culture and involves a sense of understanding that we do not and cannot know all that there is to know about any culture. While we may think we are culturally competent, the reality is that we can never truly be fully competent about any culture. There are too many other, unique influences in any one person’s life to assume that he or she will behave or think a certain way because of cultural identity. Our presenter, Barbara Grant, MA, shared a key idea today that summed this up: Treat everyone as if they have their own unique culture. 

If you did not participate in the webinar series, I invite you to watch the archived recordings. You can find both of them on the Talks on Tuesdays 2017 Recordings page (the archive for today’s webinar will be posted soon).  To help you continue this journey, here are some additional resources where you (and your staff) can learn more about cultural humility.

VIDEO: Cultural Humility

For a complete overview of this concept from Dr. Melanie Tervalon and Dr. Jann Murray-Garcia, watch this 30-minute documentary. As you watch, consider the following questions:

1. How does the concept of cultural humility apply to my work with families?
2. What cultural influences are present in my community?
3. What is one thing I will do differently now that I am aware of cultural humility?

SELF-REFLECTION: Promoting Cultural & Linguistic Competency: Self-Assessment Checklist for Personnel Providing Services and Supports In Early Intervention and Early Childhood Settings (PDF, New Window)

A key component of practicing cultural humility is self-reflection. You will hear the doctors in the video discuss its importance. Take time to complete this reflection checklist (PDF, New Window) to examine your own ideas about promoting cultural and linguistic competence.

Once you complete the self-assessment, consider discussing the following questions during a staff meeting or supervision session:

1. What did you identify as strengths for yourself? If you reflect more broadly on your work culture, what does your agency do well?
2. Where could you improve? How would these changes affect your work with families? With your colleagues?

BLOG: True Confessions: Checking My Biases with Family-Centered Practices

Another aspect of practicing cultural humility is raising awareness of your own cultural biases. We all have them, but are not always aware of them. Taking the time to consider what biases might be affecting your relationships with families is the first step. Read this blog post and discuss it with a colleague or at a staff meeting. If want to dig in a little deeper, complete this checklist: Cultural Competence Checklist: Personal Reflection (PDF, New Window). Be sure to answer honestly, not how you think you “should” answer. Be open to learning about yourself as you process your responses with a colleague or your supervisor.

I encourage you to keep this conversation going, either internally or with your colleagues. Practicing cultural humility is an ongoing learning process, one that can be enhanced when we commit to learning and reflecting together.

What is one thing you do to practice cultural humility?

How do you ensure that you are open to learning about families from backgrounds that are different from your own?

For more information and resources related to cultural competence, visit the Cultural Competence topic page on the VA Early Intervention Professional Development Center site.

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Service coordinators, the early intervention (EI) team members who lead the transition process, often have questions about how to ensure that all of the required transition steps are followed and documented. Individualizing the process while accurately documenting the required steps is an important balance for service coordinators. There are a lot of details to attend to, but service coordinators should keep in mind that these requirements are there to ensure timely, supportive transition experiences for families. Documenting transition and managing requirements are also important for local and state compliance with federal regulations because, as service coordinators know, transition is closely monitored.

Like all parts of the IFSP, the transition pages in Section VII must be individualized and completely filled out to accurately document the process for each child and family. It is the service coordinator’s responsibility to keep the transition pages updated throughout the process. To help service coordinators ensure that they are accurately documenting transition, three brief tutorials are now available on the Transition page on the Virginia Early Intervention Professional Development Center site. Service coordinators are encouraged to watch these tutorials in the following order:

Transition: A Series of Family Decisions (run time 6:05)

During this first tutorial, transition is introduced as a process for all families of children enrolled in EI. The first two boxes in Section VII: Transition Planning (of Virginia’s IFSP) are explained. Guidance is provided about the information that is documented in these boxes and how this information helps the EI team determine timelines and plan for the child’s transition.

Transition: Developing the Plan and Documenting the Steps (run time 13:16)

This second tutorial begins by stating that the federal law, Part C of the Individuals with Disabilities Education Act (2004), requires that transition planning occur on the IFSP for all children receiving Part C EI services. This planning must begin at least 90 days and up to 9 months before the child will transition out of the program. Requirements for the IFSP meeting and documentation related to transition planning are discussed, including how to complete the Parental Prior Notice form (PDF, New Window). The six “Transition Steps/Activities” in Section VII are also reviewed in depth so that service coordinators understand how to document transition planning on the IFSP.

Transition in Action: Scenarios (run time 10:08)

The final tutorial is designed to help service coordinators put into practice what was discussed in the other tutorials. Three scenarios are discussed and documented on each child’s transition plan in the IFSP. The scenarios demonstrate how to document transition for: 1) a child who’s family is interested in transition options including early childhood special education (ECSE) and another community preschool; 2) a child who’s family is not interested in ECSE and wants the child to continue in her current day care setting; and 3) a child who is no longer showing any developmental delays by age three and needs no further services.

If you have questions about how to complete the transition planning section of the IFSP, be sure to watch these three tutorials. You can also review Chapter 7 in the Infant & Toddler Connection of VA Practice Manual for instructions on completing the IFSP and Chapter 8 for guidance about transition. If you continue to have questions, remember that your Supervisor, Local System Manager, and your Technical Assistance and Monitoring Consultants at the state office are available to assist.

What feedback do you have about these new transition resources? 

How could you use/share them with your staff and colleagues?

The post Got Questions about Transition and the IFSP? – There’s a Tutorial for That! appeared first on Early Intervention Strategies for Success.

Jenni began working with a new EI program a few weeks ago. She’s really happy in this new position and one of the reasons is the great leadership. Her supervisor is a wonderful resource for how to implement best practices. He’s current in his knowledge and skills and supports his staff, including Jenni, in growing their practices. Jenni regularly meets with him for supervision to reflect on her practices and discuss expectations, which makes Jenni’s job easier. He regularly observes visits, which at first was intimidating but turned out to be a good opportunity to receive feedback for Jenni. He makes sure the staff have access to current resources and dedicates time for staff to get together to discuss and plan for how to use what they learn in their work with families. He also monitors service delivery by touching base with Jenni and the other staff often, reviewing IFSPs and giving constructive feedback, and inviting feedback from staff about how to improve services. He uses this feedback to help determine professional development needs and supports training efforts to build staff knowledge and skills. He makes his expectations clear: that all staff will use best practices because children and families deserve the highest quality supports and services. He understands that his role in leading the charge is an important one, and Jenni thinks he does it very well!

Leadership in Early Intervention

Not all EI leaders do all of these things…but wouldn’t it be great if they did? I know how reality can set in with so much to do – supervision, hiring, quality monitoring, budget management, administrative meetings, and maybe even seeing a family or two (or three, or ten) for those leaders who are also practitioners. Determining how to lead can be tricky too. Fortunately, the Division for Early Childhood (DEC) of the Council for Exceptional Children has developed a set of Recommended Practices that outline practices associated with leadership. These practices can be a resource for leaders in helping them make sure that they are leading the charge successfully.

DEC Recommended Practices for Leadership

Let’s take a look at a few of these practices and think about what they might look like for an EI leader:

L1. Leaders create a culture and a climate in which practitioners feel a sense of belonging and want to support the organization’s mission and goals.

The leader sets the tone for how the program works. Creating a culture of best practice that cultivates practitioners’ knowledge and skills is the leader’s responsibility. Having clear expectations about how practitioners can support the organization’s mission and goals, and the field’s Mission and Key Principles (PDF, New Window), is essential. Leaders need to help practitioners know what it “looks like” when all of these goals are met. Leaders also need to ensure that the climate is responsive to the needs of practitioners and helps them fill gaps in their knowledge and skills.

L2. Leaders promote adherence to and model the DEC Code of Ethics, DEC Position Statements and Papers, and the DEC Recommended Practices.

Visit the DEC website to review these resources and see how they fit into your program’s mission and goals.

L7. Leaders develop, refine, and implement policies and procedures that create the conditions for practitioners to implement the DEC Recommended Practices.

Once a leader knows about the DEC Recommended Practices, it could be useful to consider whether or not program policies, procedures, and expectations reflect the practices that have been identified as best for effective service delivery. Same goes for practice guides from other disciplines. Visit the Implementing Supports & Services page on the VEIPD site and scroll down to find links to the positions statements for OTs, PTs, and SLPs. You’ll find that they all have a lot in common!

L9. Leaders develop and implement an evidence-based professional development system or approach that provides practitioners a variety of supports to ensure they have the knowledge and skills needed to implement the DEC Recommended Practices.

This could look differently depending on the priorities and resources of the program. Maybe the leader facilitates inservice training during staff meetings or provider meetings. Maybe speakers are invited in. Maybe staff are encouraged to participate in webinars and other online resources. Maybe a monthly discussion group is formed to discuss articles, books, or other resources. Maybe a mentoring network is established to support the implementation of best practices. There are lots of options and they all take commitment and coordination but the responsibility can be shared across staff or programs.

L12. Leaders collaborate with stakeholders to collect and use data for program management and continuous program improvement and to examine the effectiveness of services and supports in improving child and family outcomes.

Without knowing the impact of service delivery on child and family outcomes, it’s really hard to ensure that best practices are used as intended. Data could be collected through family surveys, phone calls to families to check in on their satisfaction with services, monitoring IFSPs, reading contact notes, etc. Equally important is sharing the results of this data collection with staff so they can help with planning how to improve program practices. When staff are involved in program planning, leadership is easier because everyone shares the responsibility for success.

L13. Leaders promote efficient and coordinated service delivery for children and families by creating the conditions for practitioners from multiple disciplines and the family to work together as a team.

Leadership is key in making teaming happen. Setting expectations for teaming and collaboration, building in time for teams to gather and collaborate, and appreciating the contribution of all team members is so important. While a leader can’t really be expected to keep track of what is happening with each team or each family all the time, staying abreast of how teams function, whether or not they are working well, and intervening when teams needs outside help can make a great difference. Again, the leader sets the climate!

If you’re an EI leader, take a moment to compare your leadership activities with the recommended practices described here. Does your leadership look similar to how Jenni’s supervisor operates? Take time to think about and plan for how you can be the best leader you can be!

If you’re like Jenni, think about what you can do to contribute to a positive climate in your program. Leaders aren’t just supervisors…think about what you can do to promote the use of recommended practices too!

How do you cultivate a climate that supports practitioners’ professional growth?

What happens in your program that supports the implementation of best practices?

What are your best leadership strategies for leading the charge?

Share your experiences as a leader or as a practitioner in the comments below!

Be sure to check out my other posts on applying the DEC RPs to early intervention:

DEC Recommended Practices: Assessment (Part 1)

DEC Recommended Practices: Assessment (Part 2)

DEC Recommended Practices: Environment

DEC Recommended Practices: Family

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I have to admit…talking about financial stuff was one of the most uncomfortable parts of my job as a service coordinator. Asking families about their income and even their tax information to assess their ability to pay for EI services…not fun for me or them. As with many aspects of service coordination, I found that it was all about how I approached the topic and how I presented the information. I could either make my discomfort clear by squirming or apologizing for even having the ask the questions, which would most likely increase the family’s discomfort too. Or, I could approach it professionally and sensitively, explaining why the information was needed while ensuring that the family was aware of their rights. I think that’s the important part…balancing the need to know with the family’s rights and comfort level.

Here are a few tips for discussing financial “stuff” with families:

Be sure YOU understand first

Be sure that you understand why this info is needed and what it’s used for. If you haven’t yet, take the time to read the Facts about Family Cost Share section in the Notice of Child and Family Rights document (PDF, New Window)and the Family Cost Share Agreement (PDF, New Window)document. Read Chapter 11 in the Practice Manual (PDF, New Window)for detailed information too.

Wait to build rapport

Take time to get to know the family and help them warm up to the early intervention process before asking sensitive questions. We need to gather info for the Family Cost Share Agreement early in the process, but it doesn’t need to be one of the first things we ask about. Of course, if it IS something the family brings up right away, seize the opportunity. Families may be concerned about how they will afford services, so alleviating their concerns can also be a helpful way to build rapport. Follow their lead when you can, and be patient when it’s your turn to lead.

Explain why

Begin your conversation about financial stuff by explaining why you are even bringing it up. Be confident in your explanation, provide the facts in a way that makes sense to the family, and ask if the parent has any questions. Help families understand the concept of “ability to pay” by ensuring them that you are a resource for them and that they will not be denied EI services due to an inability to pay. Talk about the financial appeal process, confidentiality of EI records, and how insurance can be accessed to pay for services (with parental permission). Take your time explaining why and monitor the family to ensure that they don’t become overwhelmed. Remember that you may need to revisit this information again later to ensure that they have what they need to make informed decisions about EI services.

Make space for the parent to read

Encourage the parent to read the information about the family cost share process. Parents may feel rushed to move forward to eligibility determination and assessment for service planning, but let them know that they can take their time to become informed about the financial stuff before signing any documentation.

Check in often and stay up-to-date

When you do your regular service coordination contacts with the family, check in about any changes in the family’s financial and insurance status. Asking about this can become an expected part of the conversation. The more you keep aware of the financial stuff, the better you will be able to assist the family with managing changes, such as changes to the family cost share agreement, to needs for insurance coverage, or even to new needs for resources like Medicaid waivers. (For info about Virginia Medicaid Waivers, check out the archived Talks on Tuesday webinar: My Life, My Community: Medicaid Waiver Redesign.)

Talking about the financial stuff can be challenging, but the more you know and the more confident you are, the easier the conversation will be for you and for the family.

What strategies do you use to put families at ease with financial conversations? 

Share your tips and strategies in the chat below!

The post Knowing your Financial “Stuff” appeared first on Early Intervention Strategies for Success.

You’re back at work and facing a daunting task…making up all the visits missed on the previous two snow days. Three of your families live on small back roads that probably won’t see a plow for days. Two others love the snow so you can expect that they’ll want to you to come ready to build a snowman. You also have an assessment to make up, which means you need to touch base with the other team members to coordinate schedules, but they work for a private agency that isn’t back in the office yet. Sigh…lots to manage, all because of the weather.

Tips for EI Visits after a Snow Storm

Many of you here in Virginia are in the midst of digging out from under an impressive snow storm. For some of you, this is the most snow you’ve seen in years (almost 3 feet in more northern parts of the state!). For others, snow is just a part of life this time of year so this snow storm is no big deal. I’m lucky – where I live in Virginia rarely sees any substantial snow, which is fine by me. When snow falls, it can really disrupt life as an early interventionist. It can mean missed days at work, make up visits, and dangerous drives to intervention visits. How do you manage when recovering from weather like this? Here are a few tips to keep in mind as you carry on!

Clean ALL of the snow off of your car before you leave, including the hood. This also keeps others on the road safe. Don’t think ice flying off of cars is a danger? Watch the first 6 seconds of this video: Ice Sheet Destroys Windshield

Keep a bag of kitty liter in your car. You can use it for traction if your tires get stuck in a snowy driveway. Another great idea: you can also use your car’s floor mats for traction too. (Thanks to Stacie at the ITC of Staunton-Waynesboro for this one!)

Call each family before heading out the door. Make sure their road is plowed, there is somewhere for you to park, and that they still want the visit.

Offer the family a make up visit if you have to cancel. According to the I&TCVA Practice Manual (PDF, New Window), “sessions cancelled by the provider (including those cancelled due to severe weather) and sessions that fall on holidays must be made up, unless the family states that they do not wish to make up the missed session.” Be sure to offer the family the option to make up a visit. If they decline, document their preference in the record. Remember that visits can be made up either by scheduling an extra visit or by adding time to another visit. For example, you can add 15 min to the next three visits to make up the 45-min visit that was missed, if this is okay with the family.

Don’t insist on driving to visits if your agency says you’re grounded. Some agencies follow school schedules, so if the schools are closed, there will be no home visiting. Others make the decision for their own staff based on road conditions and other safety factors. Follow the advice of your supervisor. If you go out and something happens – like you get stuck or worse, get in an accident – your agency may not be willing or able to provide assistance.

Get out and play in the snow! Dress appropriately so that if you do make a visit, you’re prepared to take advantage of the natural learning opportunities for the child that are presented out in the snow. Join the family outside, build a snowman, make a snow angel. Enjoy the fun because it’ll be melted before you know it!

What are your best tips for managing early intervention visits in the snow?

Share your ideas below!

For more info, visit:

Guidance for making up visits: I&TCVA Practice Manual: Chapter 8 – IFSP Implementation and Review (pgs 8-9) (PDF, New Window)

Safe Winter Driving Tips

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