Early Intervention Service Coordinator Core Competencies 2022.10.2027

1.0 Early Intervention Foundations

Knowledge and Skill Areas

• Historical roots of early intervention

• Relevant federal and state legislation and regulations

• Organizational structures that support EI Colorado

1.1 Describes historical roots of educational law for young children with disabilities, including the influence of families on the creation and formulation of the program

1.2 Locates relevant information in federal regulations, Early Intervention (EI) Colorado State Plan, and Colorado statutes and rules

1.3 Describes the role of state and local interagency coordinating councils

1.4 Identifies state and local agencies that collaborate to support children and families eligible for early intervention services

2.0 Procedural Safeguards

Knowledge and Skill Areas

• Prior written notice Informed parental consent

• Native language

• Access to records

• Confidentiality

• Surrogate parent Dispute resolution

2.1 Knows and describes the procedural safeguards in Part C of IDEA

2.2 Describes procedural safeguards (family rights) in understandable language and assures understanding of the family

2.3 Provides written information describing family rights at first contact with a family

2.4 Provides prior written notice to the family using state-approved form whenever an action is proposed

2.5 Provides procedural safeguards information to the family in their native language, unless not feasible to do so

2.6 Provides an interpreter for the child and/or family when required or requested unless not feasible to do so

2.7 Identifies when a surrogate parent is needed in alignment with required timeline

2.8 Provides a copy of the Individualized Family Service Plan (IFSP) and related documents to the family in a timely manner and no later than 10 days after request by family

2.9 Assures that permission to share information is obtained when required and documented in the child’s record

2.10 Maintains a complete child record, including documentation of Contacts with the family and assures that the family has access to the record if requested

2.11 Maintains confidentiality when sharing written or verbal information including emails, texts, during group discussions and outside of the workplace

2.12 Informs parents of dispute resolution procedures and supports the parent(s) to access these options when requested

3.0 IFSP Process

Knowledge and Skill Areas

• Identification and referral

• Screening Evaluation

• Eligibility determination

• Family assessment

• Child Assessment

• Global Outcomes

• IFSP Outcomes

• EI services

• IFSP implementation

• IFSP review

3.1 Describes the characteristics of identification and referral

3.2 Understands and describes the difference between pre and post-referral screening

3.3 Describes the process of post-referral screening (if applicable), multidisciplinary evaluation and child and family assessment to support a family’s understanding of, and informed participation in, the IFSP process beginning at referral

3.4 Describes all required components of an IFSP

3.5 Describes the Family Assessment process

3.6 Describes the three Global Outcomes including the Child Outcomes Summary Rating

3.7 Describes the allowable EI services and personnel qualified to provide each service

3.8 Identifies and adheres to the timelines related to referral, multidisciplinary evaluation, initial IFSP meeting, start of early intervention services, periodic reviews and transition planning

3.9 Describes the IFSP meeting, development of the plan, implementation and review to support a family’s understanding of, and informed participation in, the IFSP process

3.10 Convenes the IFSP meeting with all required participants

3.11 Facilitates the IFSP meeting and accurately records information shared and decisions made

3.12 Supports the family to fully participate as a member of the team in the IFSP process in a way that the family can understand and use to make informed choices and decisions

3.13 Participates in the family assessment, with the agreement of the family, effectively gathering and documenting information about the family’s concerns and priorities and everyday routines, activities and places

3.14 Participates in the documentation of Strengths and Needs and the determination of the Child Outcomes Summary Rating as part of the Global Outcomes process

3.15 Works as an IFSP team member in the development of plans of action, including identifying the priority based on the concern of the family, developing functional, measurable IFSP outcomes and strategies

3.16 Participates in the determination of the necessary EI services to implement the strategies on the IFSP and assures services are provided within 28 days

3.17 Refers families to parent groups and state and local advocacy organizations to increase opportunities for participation in activities that support the development of parent leadership and facilitate parent connections

3.18 Plans for and convenes periodic IFSP reviews in adherence to regulatory timelines or when needed or requested by the parent

4.0 Transition

Knowledge and Skill Areas

Timelines Requirements Potentially eligible Administrative Unit (AUAUnotification and referral

Transition plan Transition conference

4.1 Assures all steps of the transition process are completed within required timelines

4.2 Assists families to plan for and successfully transition out of the EI system

4.3 Provides families with the information needed to make informed decisions with regard to the transition

4.4 If appropriate, provides information about funding and community resources as part of transition planning

4.5 Knowledgeably discusses the potential eligibility for preschool special education services of a child with the family

4.6 Explains the differences between the systems of EI and preschool special education, if a child is potentially eligible

4.7 Informs the family of a child who is potentially eligible of the opt out policy prior to notification of the Administrative Unit (AU)

4.8 Shares with the AU current developmental information, current IFSP and other information important to assure the child’s success in the new setting in a timely manner and with written parental consent

4.9 Develops a transition plan as a part of an IFSP meeting for any child between the ages of two years and three months (2.3) and two years and nine months (2.9)

4.10 Assures that the transition plan is individualized and includes all required components to promote a smooth transition for the child and family

4.11 Convenes a transition conference for children who are potentially eligible in collaboration with required participants and within required timelines

4.12 Follows up with the family as needed to support successful transition

4.13 Exits the child from EI services at age 3 or earlier if the child has met all IFSP outcomes, has no developmental concerns and with the agreement of the IFSP team

4.14 Provides family with procedural safeguards including dispute resolution

5.0 Funding for Early Intervention Services

Knowledge and Skill Areas

• Funding hierarchy

• Private insurance

• Insurance legislation

• Medicaid

• Services provided at no cost to families

5.1 Understands and describes the funding hierarchy for the coordinated system of payment in Colorado

5.2 Understands and describes legislated insurance provisions/requirements that impact payment for EI services

5.3 Describes the use of Medicaid for payment of EI services

5.4 Understands the required components of Targeted Case Management (TCM), and follows appropriate procedures to document billable units for TCM

5.5 Provides family with written information about, and assures that the family understands, funding requirements and options

5.6 Completes required forms and obtains parental consent when required

5.7 Utilizes the funding hierarchy appropriately to determine and record funding source for each necessary service documented on the IFSP

6.0 Family Centered Practices

Knowledge and Skill Areas

• Family-centered practice

• Family and child interaction

• Parent-professional partnerships

• Diversity

• Cultural competency

• Vulnerable families

• Key principles for service delivery

• Coordination of services

• Family and child outcomes

6.1 Recognizes the family as the center of a child’s life; as the support, teacher, decision-maker and advocate for the child

6.2 Recognizes that families can contribute to all aspects of service provision through their active participation

6.3 Recognizes the characteristics that describe the individuality of each family

6.4 Understands and describes the principles of service delivery that build upon the strengths of families

6.5 Understands the characteristics of family risk and informs the development of plans that support the capacity of the caregiver(s)

6.6 Describes the three Global Outcomes and three family outcomes to the family and encourages their participation in the process

6.7 Builds trusting and respectful partnerships with the family through interactions that are sensitive and responsive to cultural, linguistic, and socio-economic diversity

6.8 Obtains interpretation and translation services when necessary to ensure effective communication

6.9 Guides EI providers and teams in the provision of services that support the family in enhancing their child’s participation in family activities that support learning and development

6.10 Connects families with supports and resources to assist family members and

caregivers to enhance the child’s learning and development through everyday learning opportunities

6.11 Supports the family’s acquisition of knowledge, skills and confidence in identifying and implementing strategies for their child and family and respects their current knowledge, concerns and beliefs

6.12 Supports the family in making informed decisions by sharing complete and unbiased information in a professional manner

6.13 Assists the family in coordinating medical and other services needed by the child and family

6.14 Connects the family with appropriate and relevant community resources

6.15 Connects the family with opportunities that support parent leadership, advocacy, and connection with other parents and families.

7.0 Infant and Toddler Development

Knowledge and Skill Areas

• Principles of child development

• Developmental variability

• Developmental domains

• Pyramid of developmental influences

• Developmental guidelines

7.1 Understands the basic principles of child development

7.2 Understands factors that contribute to development, such as family context and relationships, culture, genetics, physiology, temperament, socio-economic context, and environment and experiences

7.3 Describes the five developmental domains; adaptive development, cognitive development, communication, physical development, and social and emotional development

7.4 Describes the Pyramid of Developmental Influences and their impact on intervention

7.5 Describes the use of Colorado’s Early Learning and Development Guidelines and supports families in their use

7.6 Supports families in understanding the continuum of child development

7.7 Supports families in understanding the developmental domains and their relationship to the three Global Outcomes and understands that development

within each domain impacts other domains

7.8 Supports families in understanding how child development occurs within everyday routines, activities and places

8.0 Service Coordination

Knowledge and Skill Areas

• Teaming and Collaboration

• Communication

• People first language

• Strengths-based language

• Active listening

• Judgment Accountability

8.1 Describes the role of team members, team processes and dynamics and characteristics of effective collaborative teams

8.2 Effectively communicates with a variety of people (e.g. families, service providers, community partners) in an understandable, jargon-free, culturally sensitive and respectful manner in both oral and written formats

8.3 Uses people-first language in all communications, both written and oral

8.4 Works effectively with a variety of EI team members and community partners

8.5 With the agreement of the family, communicates and collaborates with medical and health care professionals to promote coordinated care

8.6 Actively listens to others and asks for clarification when needed

8.7 Supports the family to guide conversations, asking open-ended questions to gather information

8.8 Uses appropriate non-verbal behavior and is aware of the non-verbal behavior of others

8.9 Focuses on the strengths of the child and family in communication and supports other team members to do the same

8.10 Uses effective problem-solving, decision-making and conflict resolution strategies

8.11 Communicates at least monthly with families, using effective communication techniques to monitor the implementation of the IFSP

8.12 Clearly and concisely documents all communications with families

8.13 Recognizes signs of emotional distress, abuse and neglect within families and identifies appropriate referral sources for support

8.14 Considers all available information and consults with others when making important decisions

8.15 Prioritizes tasks necessary to perform the responsibilities of a service coordinator and meet the needs of families

8.16 Uses effective systems for tracking individual responsibilities and progress, including ensuring timelines are met and service delivery is effective

8.17 Uses technology effectively, including maintaining a current provider record

9.0 Professionalism

Knowledge and Skill Areas

• Professional Development

• Professional Practices

• Work Habits

9.1 Sets personal boundaries; knowing program and agency boundaries and requirements

9.2 Demonstrates flexibility and resiliency in response to change

9.3 Demonstrates professional work habits, including dependability, time management, independence and responsibility

9.4 Demonstrates ability to manage personal and professional boundaries

9.5 Communicates effectively and regularly with supervisor and seeks advice from supervisor when needed

9.6 Communicates respectfully with coworkers and other professionals

9.7 Uses on-going reflective practices to identify areas of strength and opportunities for growth

9.8 Uses resources such as professional associations, journals and blogs to increase knowledge

9.9 Participates in opportunities for continued training and education to meet identified professional needs