early intervention specialist applicationcispartners.vermont.gov/sites/cis/files/self...

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I. Self-Assessment for the Early Intervention Certification

Formal Knowledge and Experience Source DocumentationWrite in Applicant Name: Date Completed: Click here to enter a date.

What is the purpose of a self-assessment: Any self-assessment of the skills of a professional can be thought of as a parallel process of how to conduct an evaluation of a child and an assessment of the family. In this case you are looking at your professional skill set and knowledge learned on the job and through coursework and workshops. What do you do well and often in interactions at work? What do you have less experience in or formal knowledge of that you find challenging?

This Self-Assessment of Common Core Competencies for the EI Certification include 16 foundational or core knowledge and skill areas. Early Interventionists have more than 16 skills especially for individuals with years of field experience, reflective supervision, and professional growth and development plans. For this self-assessment the aim is to recognize the core skills all early interventionist newly entering the field need at a minimum to provide evaluation, service coordination, and direct instruction in their early intervention role.

The self-assessment is one piece of a 4-part process. This tool was adapted from the Massachusetts’s Certified Early Intervention Specialist established in 2012 http://www.eitrainingcenter.org/pd/EIManual2014_Interactive_Restricted.pdf, pp 3 – 9). It aligns with Vermont’s intermediate level competencies within the Early Childhood and Family Mental Health Knowledge and Core Competences established in Vermont in 2007 http://northernlightscdc.org/career-pathways/professional-competencies-and-standards/ecfmh-competencies/.

Signature or E-Signature:

With this e-signature, I hereby certify: That I have read the instructions and information in the Appendices prior to beginning my self-assessment; and

That the information is true, represents my work and the attached documents attest to my knowledge, skills and abilities in the self-assessment.

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http://northernlightscdc.org/career-pathways/professional-competencies-and-standards/ecfmh-competencies/

http://northernlightscdc.org/career-pathways/professional-competencies-and-standards/ecfmh-competencies/

http://www.eitrainingcenter.org/pd/EIManual2014_Interactive_Restricted.pdf

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Instructions to Complete the Self-Assessment: 1. Start at the top row of each table and read through the general descriptions

located in row A of each of the 4 knowledge areas in the self-assessment form: child development; assessment; philosophy and professional orientation; and resource systems.

2. The knowledge areas are broken into subheadings in row B of each of the knowledge areas. Read each indicator of a skill within the subheading. The skills are numbered 1 – 16. Ask the following questions in assessing your knowledge and experience related to the skill.

a. How frequently do you presently demonstrate the described behavior for each competency?

b. How do you show you have this skill? c. How does someone witness you apply this skill?

3. After thinking about your level of knowledge and experience mark the one box that indicates your current status:

a. I have solid knowledge or experience in this area.b. I have solid knowledge and some experience and I can develop in this

area. 4. Choose and gather the 2 best pieces of documentation to show what you

know and how you apply it to your work. a. The 2 examples of evidence must be different types of documents

(e.g., one college course on a transcript, one training certificate, and/or one piece of evidence from work).

b. Both examples of evidence must have occurred within the last 5 years.

c. You can use one form of evidence for more than one skill area, as long as it is solid evidence of that competency.

5. Write page numbers onto each document you will submit with the self-assessment. These can be hand written on the documents (examples of evidence).

6. Check what type of evidence you are including the column titled, “Type of Documentation and Page #s” and write in the page number associated with the evidence. Two boxes should be checked to show 2 different types of documentation that is submitted as evidence of the skill (e.g., college course, training certificate, evidence at work, etc.). See the dashed text box below for details about each type of documentation and what it should include.

Examples from work that you created or participated in, such as home visit or progress notes or a One Plan. See Appendix I at the end of the self-assessment for more examples. Make sure to block out any personally identifiable child or family information, in order to be in compliance with the Part C/Early Intervention sections of the Vermont Regulations for Special Education.

Training certificates must include: a. Trainings must have lasted at least 2 hoursb. Title of the training and description of the training. An agenda with a

description can be submitted with the certificate. Alternatively write in

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what you learned in the space provided in the self-assessment form as it relates to the skill.

c. Trainer’s or sponsor’s signature on the certificated. Date within the last 5 yearse. Your namef. If the organization you work for documents training by an electronic

system, please request that your supervisor or human resource manager provide a printout of your trainings to include as evidence.

g. See Appendix II at the end of this section for sample. Transcripts include unofficial transcripts must be originally requested

and received from the registrar’s office at the college or university. Please highlight or mark the college course that you referenced as evidence on the self-assessment. See Appendix III at the end of this section for a list of relevant coursework related to the knowledge and skills.

See IPDP (Individual Professional Development Plan). Check this box if you do not have two examples of evidence and you selected the statement, “I have some knowledge and experience and can develop in this area.” Include this area as a goal in your IPDP and determine how and when you will address this goal, as part of your Individual Professional Development Plan.

EI Regulations to Practice Online Training and CIS One Plan Training Modules can be used as one example of evidence for some of the areas. You may opt to use this as one of the 2 pieces of evidence.

7. Write in the column “Comments to Reviewers” information you think will help reviewers understand why you submitted the evidence.

8. Leave the last column on the right of each table blank. For each competency, the reviewers will use the following scale to rank the satisfaction with the examples of evidence that you have submitted.

a. Satisfactory (S) – The competency is addressed by two different pieces of evidence, both within the past 5 years. Applicants can use one piece of evidence for multiple competencies.

b. Partly Satisfied (PS) - The competency is addressed in the IPDP and there is one piece of evidence included in the applicant’s materials.

c. Unsatisfactory (U) - There is no evidence of the competency and it is not addressed in the IPDP or there is only one example of evidence and the other example is missing, out of date, or does not address the competency.

d. Unsure (?) - Discuss with another team member who is also reviewing the same candidate.

9. Once the self-assessment is complete and you have collected 2 pieces of evidence for each competency, make 3 collated copies of all of the materials. The three copies are mailed to the State and each you should keep a copy in their personnel file. However, if copying is not possible, the State will accept an e-copy of all materials and make copies for the reviewers. E-mail these to [email protected].

10. If you cannot provide two examples for each of the 16 competencies, please review and include your Individual Professional Development Plan (IPDP) to ensure your current goals, strategies, resources and a timeline, that you are addressing are reflected.

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mailto:[email protected]

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11.Meet with your supervisor to review the self-assessment, documents that show evidence of core competencies, and IPDP which is signed by the supervisor. Make 3 copies of the IPDP after the supervisor has reviewed it to include with the 3 collated copies of all the materials.

Please talk to your supervisor to plan how to complete this self-assessment process. The amount of time applicants took to complete all parts of the Early Intervention Certification ranged from 3-40 hours. The self-assessment and gathering of examples of evidence of core competencies takes the most time of all the steps (e.g., completing the online survey application, reviewing the online modules, taking the tests, and developing the IPDP).

Before and when you meet with your supervisor check if you have:

Marked the relevant boxes related to each of the 16 core competencies on the self-assessment form.

Included 2 pieces of evidence that support that you have a solid knowledge and can demonstrate each competency. Both must be within the past 5 years.

Made sure that any evidence that is submitted reflects your own work.

Numbered the pages of each example of evidence and indicated it on the self-assessment form.

Referenced the name of the training and provided a brief description of why this example is relevant to this competency.

Reviewed your IPDP goals, strategies and timeline, and have your supervisor sign and date it to include with your other materials.

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Version 8.28.17KNOWLEDGE AREA I: Child Development

A Child Development: Adult/child relationships are essential to the healthy growth and development of young children. Relationships play a primary role in the social and emotional development of young children. In this area, professionals demonstrate knowledge of child development and the factors affecting development, with a special focus on knowledge of young children’ s social and emotional development. This includes having knowledge of major theories of child development, including the scope and sequence of development, and applying this knowledge in their practice. Professionals have an understanding about brain development and sensory processing, including the effects of sensory processing on cognitive, social and emotional development. They know how children develop language and other modes of communication, and understand the relationship of communication to children’s cognitive, emotional and social development. Professionals understand differences in temperament and their impact on children’s development, relationships and behaviors. They understand the impact of bonding and attachment on the development of nurturing relationships. Professionals nurture the development of children’s interpersonal relationships. They value play and see play as an essential way young children engage and communicate with others, explore symbolically, and express themselves. Through working closely with young children and their families, professionals recognize the potential impact of specific environmental conditions on children’s development, behavior and well-being.

B Infant and Toddler Development Mark the box that applies.

Type of Documentation and Page #

Comments Reviewer’s Use ONLY (refer above to #8 a-d).

1 1.11 EI Specialists will demonstrate knowledge of typical and atypical infant and early childhood development, including major theories, domains and their interconnection, sequences, ranges, and variability.

I have solid knowledge and experience in this area.

I have solid knowledge and some experience and I can develop in this area.

College Transcript Page #

Training CertificatePage #

Examples of Evidence from workPage #

See IPDPPage #

S

PS

U

?

1 These numbers correspond to the competencies defined in Massachusetts Certified Early Intervention Specialists competency based system.Page 6 of 31

Version 8.28.17B Infant and Toddler Development Mark the box that

applies. Type of Documentation and Page #


2 1.2 EI Specialists will demonstrate knowledge of current research findings on brain development, and identify factors that influence early brain development and learning.


I have some experience and can develop this area.

College TranscriptPage #

Training Certificate Page #


See IPDPPage #

S

PS

U

?

3 1.3 EI Specialists will demonstrate knowledge of common factors impacting and influencing child development, including environment, culture, family, and caregiver relationships.






See IPDPPage #

S

PS

U

?

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4 1.4 EI Specialists will demonstrate knowledge of origins and characteristics of developmental disabilities and disorders as well as their impact on early development and child/caregiver interactions.






See IPDPPage #

S

PS

U

?

5 1.5 EI Specialists will demonstrate knowledge of the impact of biological risk factors, including but not limited to prematurity and other medical conditions on child development and child/caregiver interactions.






See IPDPPage #

S

PS

U

?

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6 1.6 EI Specialists will demonstrate knowledge of how trauma and other sources of family and environmental stress influence early development and child/caregiver interactions.






See IPDPPage #

S

PS

U

?

7 1.7 EI Specialists will identify how children learn through play within and across developmental domains, based on individual learning styles and temperament.






See IPDPPage #

S

PS

U

?

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8 1.8 EI Specialists will identify how children learn through relationships, and demonstrate knowledge of a relationship-based approach to interventions and outcomes.






See IPDPPage #

S

PS

U

?

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Version 8.28.17KNOWLEDGE AREA II: ASSESSMENT

A Assessment: Professionals understand that assessment is an ongoing process that explores both the unique needs and the strengths of children in a way that is family-directed and designed to determine the resources, priorities and concerns of the family related to enhancing the development of the child. The information gathered from assessment is used to plan outcomes and to determine appropriate early intervention strategies that are meaningful to the child and family. Families and professionals work together to gather individualized child and family assessment information through formal and informal methods that inform diagnosis, intervention, and consultation. Professionals can articulate the purposes and methods of formal and informal assessment, conduct assessments appropriate to their work setting and level of skill, and implement, evaluate and share results. They describe the process, benefits, limitations of assessments for children and families. Professionals implement assessments that are culturally relevant and appropriate to the child, family and setting.

B Evaluation and Assessment Mark the box that applies.

Type of Documentation and Page #s

Comments to Reviewers

Reviewer’s Ranking (refer to page 4, #8 a-d).

9 2.3 EI Specialists will demonstrate knowledge and skill in relation to a range of evaluation and assessment procedures in determining eligibility, such as standardized evaluation, criterion-referenced assessment, family assessment tools, and child/caregiver and peer interactions






See IPDPPage #

S

PS

U

?

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KNOWLEDGE AREA III: PHILOSOPHY AND PROFESSIONAL ORIENTATION A Philosophy & Professional Orientation: Professionals demonstrate knowledge of and the disposition

toward using a family-centered, strengths- and outcomes-based collaborative approach for supporting the social and emotional development of children and their families. Individuals working with young children and their families possess self-knowledge of their own biases, values, strengths and vulnerabilities; conduct honest self-assessments of their current knowledge, skills and dispositions; and use the results to design individualized professional development plans. Effective communication skills that incorporate knowledge of adult learning styles are used in order to build positive relationships with families and colleagues as well as to supervise staff. Professionals understand and demonstrate the principles of teamwork and collaboration while behaving ethically, maintaining confidentiality, and training and consulting with child care and other service providers to support the mental health of young children and their families.

B Family Centered Services and Supports

Mark the box that applies.




10

3.6 EI Specialists will demonstrate an understanding of family dynamics, and the impact on a family of having a child with a developmental delay or disability.






See IPDPPage #

S

PS

U

?

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Version 8.28.17B Individualize Family Services

Plan/One PlanMark the box that applies.




11

4.1 EI Specialists will demonstrate knowledge of federal and state components and requirements throughout the IFSP/ONE PLAN process, including procedural safeguards.






See IPDPPage #

EI Regulations to Practice Online TrainingPage #

CIS One Plan Online ModulesPage #

S

PS

U

?

B Team Collaboration and Collaboration





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7.1 EI Specialists will demonstrate an understanding of roles, functions, and dynamics of teams within Early Intervention.






See IPDP

EI Regulations to Practice Online ModulesPage #

CIS Orientation One Plan ModulesPage #

S

PS

U

?

B Policies, Procedures and Professionalism





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8.2 EI Specialists will participate in opportunities for continued training and education for the purpose of ensuring personal and professional growth.


I have solid knowledge and some experience and I can develop in this area




See IPDPPage #

S

PS

U

?

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KNOWLEDGE AREA IV: Systems Resources A Systems Resources: Professionals demonstrate knowledge of resources, systems, laws, policies and procedures.

They identify and access family, parenting, and child development and community resources. They take an active advocacy role to change systems on behalf of children and families. Professionals understand and effectively work within and across service systems, including within the laws, policies and procedures of those systems. Professionals engage in program design, implementation and evaluation to assure effective child and family services.

B Service Coordination Mark the box that applies.

Type of Documentation/Page #



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5.4 EI Specialists will demonstrate knowledge of, and ability to network with, public and private providers in order to assist the family in accessing a variety of individualized services and resources, including but not limited to financial, specialty service, health, social, and developmental.






See IPDPPage #

S

PS

U

?

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B Service Coordination Mark the box that applies.

Type of Documentation/Page #



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5.7 EI Specialists will demonstrate knowledge of federal, state, and local LEA requirements and timelines to ensure smooth transitions for children transitioning to Part B services.






See IPDPPage #

EI Regulations to Practice Online Training ModulesPage #

S

PS

U

?

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B Policies and Procedures Mark the box that applies.




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8.1 EI Specialists will demonstrate a basic knowledge of relevant federal and state legislation, regulations and policies that impact services and supports to children and families (including IDEA, FERPA, VT Special Education Rules, and state eligibility criteria).






See IPDPPage #

EI Regulations to Practice Online Training ModulesPage #

S

PS

U

?

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Appendix 1: Certification for Early Intervention Evidence - Examples of

DocumentsPlease cross out the names of families and children or other Personally Identifiable Information before submitting this evidence to the State with this Self-Assessment. Refer to the Vermont Special Education Rules 2360.5.1 Part C and CIS/EI Definitions, page 40 for specifics. These have been adapted from the Early Childhood and Family Mental Health (ECFMH) Workbook, a tool towards earning the ECFMH credential.

I. Philosophy and professional orientation (Area III in Self-Assessment) Examples of EvidenceA. Family-Centered, Strengths and Outcomes-Based Philosophy

One Plan with intervention, strength-based assessment tool or goals for families/child

Progress or home visiting notes Sample program newsletter to families Strength-based intervention strategies Translated materials provided for families Photos of setting reflecting families and their cultures

A. Self-Knowledge, Self-Assessment, and Professional Development Self- assessment tool Documentation of performance review Individual Professional Development Plan (IPDP)

B. Ethics and Confidentiality Documentation, consent form or checklists used to explain parent

rights and/or mandatory reporting Confidentiality policy and procedures Documentation of protective service provider status

C. Effective Communication Skills Sample communication log or journal between families and staff

(be sure to include communication from families) Sample parent newsletter or other communication; describe

how delivered to reflect a variety of communication strategies Photos of classroom that reflect family stories

D. Teamwork and Collaboration Meeting notes reflecting who attended and content One Plan - Coordinated plan among services Describe example of how a conflict was addressed and solved

with parents and/or colleagues Describe a team building activity and reflect on its effectiveness

II. Family Systems (Area III in Self-Assessment)

A. Family Characteristics Home visit or progress notes Sample family intake questionnaire that reflects family values,

strengths etc.

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Write a reflective description of your work with a family who may have/has values different from your own

B. Factors Impacting Family Function Sample ECOS Map to gather information of a family One Plan

C. Supporting Families Reference letter from family member in program Sample family support or One Plan and who is included Documentation of family participation in team collaboration, One

Plan development and role in the implementation of services Photos of supportive play environments in the home Describe how family members are involved in program/classroom

planning

III. Child Development (Area I Infant and Toddler Development in Self-Assessment)

A. Knowledge of Child Development (typical and atypical) Completed developmental screening tool Child-focused observations Photo of developmentally appropriate setting Information shared with parents about temperament and child

developmentB. Impact of Relationships

Sample transition plan that includes the steps that recognizes the impact of relationships between the child and the parent/guardian and other caregivers

Describe supportive interventions used for a child/children experiencing loss or transition of caregivers

Describe support strategies to support child attachment to parents and other caregivers

C. Social and Emotional Development Photos of environment that optimizes social skills and play Progress notes or home visit notes that describe how children’s

literature was used to support social skills and emotional fluency

Sample social story Completed social emotional assessment tool

D. Impact of Environmental Factors Sample family genogram and describe how used Sample intake process that includes family history and

environmental risk and protective factors

IV. Assessment (Area II)

A. General Knowledge of Assessment Describes child assessment process and how it is used to

identify unique strengths and needs of children across all developmental areas.

B. Implementation of Assessment

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Documentation of ongoing observation to determine progress Sample completed formal and informal assessment tool Sample summary of assessment findings

V. Addressing Challenges (Area IV in Self-Assessment).

A. Risk and Resilience Factors in Children and Families Sample One Plan that builds on strengths of child and family and

develops resiliencyB. Specialized Knowledge for Working with Vulnerable and Identified

Populations Sample of strategies used with children with specific disorders Example of data collected and described how used for

intervention planning Photos or descriptions of environmental adaptations for

individual children to support inclusionC. Effective Transitions

Transition meeting notes reflecting members of transition team Sample parent communication regarding transitions Sample transition plan for a child

VI. Systems Resources (Area IV in Self-Assessment)

A. Resources and Systems Describe how resources are shared with family, staff,

community, etc. through meeting notes, outreach, etc. Describe service coordination strategies used in partnering with

families in progress or home visiting notes Describe how staff help family complete applications for

services/resourcesB. Laws, Policies and Procedures (Area II in Self-Assessment)

Describes how policies relevant to work setting, may be related to ethical practices and procedures in daily work.

Meeting notes or presentations explaining laws, policies or procedures

Copy of Local Interagency AgreementC. Program Planning and Evaluation

Notes showing participation in program strategic planning, evaluation or community needs assessment

Newsletters or meeting notes communicating program changes to families and stakeholders

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Appendix 2: Certification for Early Intervention Sample Documents

The following are examples of evidence that are acceptable and meet general requirements. They are documents from a third party (e.g., registrar’s office, trainer, etc.). Names, social security numbers and other personal identifiable information are removed from these examples.

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Appendix 3: Certification for Early Intervention Relevant College

Courses

What courses are considered “related credit”? The Vermont Career Ladder is based on five Vermont core knowledge areas and competencies for early childhood professionals. Related credits fall into one or more of the core knowledge areas. See below for a partial list of courses sorted by core knowledge areas. (Course numbers refer to the Community College of VT) Contact the Northern Lights office if you have questions about specific courses meeting level certificate requirements. Child Development PSY 2010 - Child Development PSY 2020 - Infant & Toddler Development PSY 2025 - Development of the Young Child: Ages 3 - 8 PSY 1010 - Introduction to Psychology PSY 1050 - Human Growth & Development PSY 2110 - Educational Psychology EDU 1030 - Introduction to Early Childhood Education EDU 1040 - Fundamentals for Early Childhood Professionals EDU 2065 - Afterschool Education & Development of theSchool-Aged Child Theories of Personality Healthy and Safe EnvironmentsBIO-1030 Introduction to Nutrition BUS-1190 Health & Safety in the Work Environment

Families and Communities PSY 1020 - Child Abuse & Neglect PSY 2040 - Social Psychology SOC 1010 - Introduction to Sociology SOC 2220 - The Family in Society SWK 1010 - Introduction to Human Services SWK 2020 - Family Violence Race, Ethnicity, Class and Gender Teaching and Learning EDU 1250 - Fostering Creative Learning for Children EDU 1270 - Introduction to Early Intervention EDU 1320 - Introduction to Afterschool Education EDU 2010 - Foundations of Education EDU 2045 - Curriculum Development for Early Childhood Education EDU 2055 - Teaching Methods for Literacy Development EDU 2075 - Literature for Children EDU 2110 - Introduction to Exceptional Populations EDU 2150 - Management of the Classroom EDU 2160 - The Multi-Age Classroom EDU 2720 - Nurturing Early Literacy

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Professionalism and Program Organization EDU 2041 - Leadership, Mentoring & Supervision forEarly Childhood & Afterschool Practitioners EDU 2042 - Management for Early Childhood Education & Afterschool Programs Legal and Financial Issues in the early childhood and afterschool workplaceCOM 1015 - Communication in the Early Childhood Education & Afterschool Workplace COM 1020 - Interpersonal & Small Group Communication COM 1030 - Intercultural Communication BUS 1150 - Professional Financial Literacy BUS 2210 - Small Business Management BUS 2410 - Human Resource Management ACC 1001 - Office Accounting I ACC 2121 - Financial Accounting To be accepted course work must also meet these criteria:

o The student successfully completed the course (C- grade or higher).o The college must meet CCV standards for accreditation at the time

the student took the course.o The content relates to children ages birth to eight and their families,

and the programs they attend.

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II. IPDP (Individualized Professional Development Plan)

Instructions:

For individuals with a bachelor’s degree in Special Education, Early Education, Physical or Occupational Therapy, Speech, Social Work, Nursing, Psychology, or other related fields use the results of your self-assessment to decide if additional training or other professional development supports would be helpful. The purpose of an IPDP is to make a short term plan (usually over the course of a year) about how to strengthen or enhance daily practice or to address common challenges in your job. Please sign this form (page 2) and ask your supervisor to sign it indicating the date that you met to discuss the IPDP. Keep the original of this for your records and make 3 copies of this with the self-assessment and supporting documentation of evidence of competencies

Definitions:

A goal is an overarching principle that guides decision making. Objectives are specific, measurable steps that can be taken to meet the goal in the plan (http://tulane.edu/publichealth/mchltp/upload/Tips-for-writing-goals-and-objectives.pdf ). Strategies are the plan of action you will take to reach the goal or objective.

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http://tulane.edu/publichealth/mchltp/upload/Tips-for-writing-goals-and-objectives.pdf

http://tulane.edu/publichealth/mchltp/upload/Tips-for-writing-goals-and-objectives.pdf

Core Knowledge Area includes: specific competency within each one

Goal or Objective: I will ….

Strategies: How will I do it?

Resources:What will I need?

Timeline: When will I complete it?

I. Child Development includes: Infant and Toddler Development

II. Assessment includes: Evaluation and Assessment

III. Philosophy and Professional Orientation includes: Family Centered Services and Support; IFSP/One Plan; Team Collaboration; and Policies and Procedures

IV. System Resources includes: Service Coordination and Policies and Procedures

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Applicant’s Name: Signature Applicant: _____________________Supervisor’s Name: Signature Supervisor: _____________________

Date of Meeting to Discuss IPDP: Click here to enter a date.

Additional Comments: Please use this area to identify other professional development areas you want to work on in the future that are not represented in the grid but you think are critical to the work of Early Interventionists or Developmental Educators.

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