Module 1 Preparing for the Journey by Taking Care of the Service Coordinator

Core service coordination training begins with an introductory module designed to address the fundamentals of service coordination. The guiding principle and the mission of Tennessee's Early Intervention System (TEIS) are introduced. Understanding the costs and benefits of early intervention and the importance of intervening early is presented as well.  Service coordination is defined, and the roles and responsibilities of the service coordinator are outlined. Models of service coordination are reviewed. Information about organizational strategies, personal safety issues, ways to avoid burnout, and manage stress are included.

Module 2 Partnering with Families as They Guide the Way

Module 2 seeks to convey the importance of partnering with families as they participate in the early intervention system. Family-centered supports and services are the cornerstone of early intervention. This module defines this approach and identifies principles for guiding how service coordinators collaborate with families. Supporting family cultures, values, and languages is a central focus of this module. Information about effectively working with interpreters and translators is also included. Effective communication skills, including active listening and people-first language, are emphasized. Tips on “do’s and don’ts” for home visitors are also provided.

Module 3 First Steps on the Journey-Child Development

Understanding the importance of early brain development and typical child development is foundational to being an informed service coordinator. This module includes research-based information on early brain development and the principles of child development that influence decision-making in regard to appropriate supports and services for families of infants and toddlers with disabilities. Milestones and warning signs or red flags that may indicate developmental concerns are presented as well. The participant will review information on basic child safety and ways to identify quality child care in Tennessee.

Module 4 Rules for the Road-Laws, Regulations, & Procedural Safeguards

It is critical for those working with families of young children to adhere to the highest standards of ethical behavior. Core values and principles of ethical conduct are reviewed in this module based on The Division for Early Childhood’s Code of Ethics and the Code of Ethical Conduct position statement of the National Association for the Education of Young Children.

It is equally important for early intervention service coordinators to understand the laws, regulations, and procedural safeguards that provide protection for families and service providers throughout the early intervention process. These checks and balances help ensure that the priorities and concerns of the family are addressed and that the system offers equitable opportunities to all eligible families.

Information about the history and components of the Individuals with Disabilities Education Act (IDEA) is included in this module. Procedural safeguards that protect the rights of children and families are described. A model is suggested for helping families understand and benefit from these safeguards as they are applied throughout the early intervention process. Information about the Family Educational Rights and Privacy Act (FERPA) and the Health Insurance and Portability Act of 1996 (HIPAA) is included as well.

Early intervention service coordinators partner with families in an effort to build the family’s capacity for meeting the needs of the child.  On occasion, the service coordinator may encounter situations that cause concern for the child’s safety and wellbeing.  According to Tennessee law, all persons must report suspected cases of child abuse or neglect. This module contains information that defines and explains the referral process for abuse and neglect in Tennessee.

A growing concern across the nation and in Tennessee related to abuse and neglect involves children living in homes where methamphetamines are manufactured. These children are known to be at increased risk for severe neglect and are more likely to be abused. Foundational training related to this issue is included in this module.

 

Module 5 Feeling at Home on the Journey-Natural Environments

Early intervention is a changing field. However, knowledge of research and evidence-based practices related to natural environments is extensive. Provision of services in natural environments reflects the core mission of early intervention.

Common themes have emerged that clearly support the inclusion of infants and toddlers in natural learning environments where families live, learn, and play. It is essential that early intervention team members effectively communicate and collaborate in order to support the pivotal role of families in developing competence and confidence in helping their child learn.

This module seeks to inform service coordinators of what the literature tells us regarding supports and services in everyday routines, activities, and places. It also seeks to distill and explain models of team interaction that influence the entire early intervention process. This knowledge is key to helping service coordinators understand and embrace positive changes in practice that benefit children and families.

In addition, service coordinators will become familiar with federal and state definitions and guidelines related to natural environment, and will be aware of the limited circumstances when services may appropriately be provided outside the natural environment and justified in compliance with state and federal regulations. Service coordinators will improve their ability to assist families in the identification of natural environments, as defined under Part C of IDEA, and will coordinate service delivery and supports within those natural environments that provide learning opportunities for children within the settings, activities, and routines of everyday life.

Module 6 Getting to Know the Travelers along the Way-Gathering Information, Intake & Referral, and Building Resources

First contacts with families can set the tone for future relationships between the family and early intervention system service providers. Families must be given the information, support, and opportunity to fulfill their role as full decision-making partners in the early intervention process. This will be evidenced by professionals who demonstrate cultural sensitivity in their relationship with families, professionals who demonstrate flexibility, acknowledging that families have unique needs, professionals who seek to involve families as key decision makers throughout the early intervention process, and professionals willing to collaborate across agency lines for the benefit of the child and family (Addison, S. and Mattheiss, L., 2004). Putting these ideas into practice starts with the initial contact with the family.

This training module is comprised of three parts: (1) Gathering Information, (2) Intake & Referral, and (3) Building Resources. Basic adult learning principles are included in an effort to help service coordinators present information to families in ways that will enhance their understanding. Through pre- and post-tests, case examples, role-playing, and other activities, the participant(s) will learn how to gather information in ways that are comfortable and appropriate for families.

Landmarks of the early intervention process are included so service coordinators will be able to accurately inform families of how the system operates. Participants will practice explaining the early intervention system to families using an intake tool and will review forms related to intake and referral.

Participants will complete several outside assignments for this module. An intake field observation will be done, and visits to several key service providers will be completed in order to help the service coordinator learn more about resources available to children and families. Participants will complete an internet research assignment in order to familiarize themselves with prominent state and federal resources as well.

 

Module 7 Ticket for the Journey-Evaluation & Assessment

Evaluation and assessment can be the ticket through the door to eligibility for early intervention services and supports. An important responsibility of the service coordinator is to assist the family by coordinating the performance of evaluations and assessments.

In this module key terms related to evaluation and assessment are defined, and Tennessee's Definition of Developmental Delay is reviewed. The impact of cultural practices on developmental delay is incorporated as well. Eligibility criteria for infants and toddlers referred due to prematurity or communication concerns can be found in this module. Information about procedures for establishing eligibility and suggested tools for evaluations in Tennessee are included.

The purpose of evaluation and assessment is outlined, and important considerations concerning who conducts evaluations and assessments, where they are conducted, and the role of the family are discussed. Pertinent timelines related to evaluation and assessment are included. Service coordinators will learn about procedures related to re-evaluations and about the steps to follow for establishing eligibility through informed clinical opinion.

Forms related to evaluation and assessment were discussed in the previous training module (Module 6 Getting to Know the Travelers along the Way – Gathering Information, Intake & Referral, and Building Resources), as they relate to topics therein.

Field observation is an important learning tool for service coordinators. In this module, forms are available to assist service coordinators as they observe qualified personnel conducting developmental screenings, evaluations and assessments, and domain-specific evaluations.

Module 8 Roadmap for Success-Individualized Family Service Plan

The individualized family service plan (IFSP) is the cornerstone in the early intervention process. Meeting and getting to know children and families sets the stage for the development of a plan that seeks to build competence and confidence in those for whom it is written. The service coordinator plays a key role in this process that brings hope to children with special needs and their families.

This module addresses the importance of family-centered principles in regard to developing the IFSP. The role of the family and the service coordinator is described as they prepare for this important process. Information about how teams can effectively collaborate is included. Tips for facilitating the IFSP meeting and an agenda to share with families are included.

State regulations regarding the IFSP are interwoven throughout this training module in a variety of ways, in an effort to familiarize the participants with key information. Child scenarios are used to illustrate key points, and information is included on writing meaningful plans. Participants will review Tennessee’s IFSP form thoroughly and will practice writing portions of the document. Early intervention services are defined and funding is addressed.

Field observation is an important component in preparing service coordinators to facilitate the IFSP process and is utilized in this module. Instruction is provided in regard to providing appropriate follow-up after the development of the IFSP, including procedures for periodic and annual reviews. The appropriate use of the interim IFSP is presented as well.

Tennessee’s Early Intervention System (TEIS) Individualized Family Service Plan Manual is an additional resource and has been included, in part, in this training module. For further information, please refer to this manual.

 

Module 9 Preparing the Path to a New Destination-Transitions in Early Intervention

Change is challenging for all of us. For families of young children with disabilities, change can be even more demanding. Transition can be a positive experience with thoughtful planning, effective communication, positive attitudes, and a strong partnership between families and professionals. In this module, participants will begin by reviewing common concerns that families express during times of transition. Through a training presentation by the National Early Childhood Transition Center, participants will learn what two major research studies on children who are typically-developing and are transitioning from preschool to kindergarten, tell us about children, families, programs, communities, and related policies and practices. Critical factors related to meeting the unique needs of culturally and linguistically diverse families at transition are discussed as well.

The fundamentals of the transition process are presented including information that targets transition timelines and comparisons of Part B and Part C transition practices. Through pretests, quizzes, checklists, child scenarios, field observation, and outside reading assignments, participants will become familiar with the role and responsibilities of the service coordinator in supporting families throughout the transition process.

Module 10 Wisdom from the Journey-Family Matters in Early Intervention

The purpose of this module is to provide information from, for, and about families of infants and toddlers with special needs, so that service coordinators will more fully empathize with the demands that developmental disabilities place on a family. Understanding family dynamics and benefiting from the experience and wisdom that families have to offer, helps service coordinators in their efforts to partner with families.

Service coordination requires knowledge of numerous topics related to the early intervention process, but understanding the impact of disability on family relationships is imperative to effectively supporting families. Without this understanding, service coordination will fail to promote relationships that foster family competence and confidence in meeting the needs of young children with disabilities.

Service coordinators aspire to support and empathize with families on their journey; this module seeks to provide recognition for the importance of their efforts. Information highlighting fathers, grandparents, and siblings of young children with special needs is provided in this module in order to acknowledge the common and unique needs of these family members. Wisdom from the Journey attempts to help build a service coordinator’s understanding of the day-to-day realities faced by families on their journey of hope.

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