Early Intervention Training Program

The Bureau of Early Intervention requires monthly expenditure information to be submitted for reimbursement using the Early Intervention Periodic Financial Report for Administrative Contracts (EIPFR-ADM) and Instructions. To request the grantee's tailored copy of the EIPFR-ADM submit request to DHS.EIFiscal@illinois.gov.

The Illinois Department of Human Services (IDHS), Division of Early Childhood, Bureau of Early Intervention (EI), seeks an organization with which to contract for the establishment and operation of an Early Intervention (EI) Training Program. Both state and federal laws require the establishment of a comprehensive system of personnel development for the EI Program. This vendor must provide pre-service and in-service training for providers serving children in the EI Program. IDHS's goal is to improve the quality of services offered to infants and toddlers in the EI Program through an effective network of EI Providers. Training of these providers ensures that each has an understanding of the basic components of the EI Program along with access to information in birth-to-three evaluations, assessments and service provision through caregiver coaching of children with developmental disabilities and delays as well as training in racial equity and implicit bias to best serve the diverse population of the EI Program.

The EI Training Program helps ensure that the Illinois EI Program meets Federal rule (34 CFR Part 303.118) requirements for a comprehensive system of personnel development, which must include the following:

• Training personnel to implement innovative strategies and activities for the recruitment and retention of EI Providers;
• Promoting the preparation of EI Providers who are fully and appropriately qualified to provide EI services under this part and include promotion of training for implicit bias and/or racial equity training;
• Training personnel to coordinate transition services for infants and toddlers with developmental disabilities or delays who are transitioning from an EI Program 663 under Part C of the Act to a preschool program under section 619 of the Act, Head Start, Early Head Start, an elementary school program under Part B of the Act, or another appropriate program.
• Early Intervention Systems Training: In order to efficiently and effectively function within the EI Program, EI Providers must share a common understanding of the EI Program and how it serves eligible infants and toddlers. The EI Training Program will use IDHS-approved training curricula and will be responsible for updating training materials as needed to include equity and justice tenets. Selected curricula must be provided, in part, through on-line training modules. Early Intervention Systems Training includes the following:
  • System Overview Training (18 hours or the equivalent) in compliance with 325 ILCS 20/13.30(b) and 34 CFR Part 303 and offered no less than two (2) times per year in no fewer than five (5) separate locations throughout the state, with a minimum of 20 sessions per year of the training provided throughout the state of Illinois. Sessions will be provided through on-line self-paced modules and a face-to-face or virtual session of a minimum of four (4) hours, or the equivalent.
  • Parent Liaison and Service Coordinator Training sessions to comply with the requirements in the Early Intervention administrative code found at 89 Ill. Admin. Code 500.60(f)(2), including the use of the EI management information system. For each discipline, sessions will be provided through on-line self-paced modules and a face-to-face or virtual session of a minimum of four (4) hours, or the equivalent. The face-to-face or virtual session must be held a minimum of four (4) times per year for each discipline or with sufficient frequency to allow Parent Liaisons and Service Coordinators with temporary credentials to meet a 90-day training requirement.
  • Developmental Therapy Emergency Waiver Cohorts in accordance with Rule 500. The Early Intervention Training Program will facilitate the implementation of practice cohorts throughout the year to assist developmental therapists participating in the emergency waiver program. These practice cohorts will support developmental therapists in meeting the training plan requirements for full credential status within our Early Intervention Credentialing Program.
• Early Intervention Pediatric-Specific Learning Experiences: With input from EI Providers, training topics will be identified, and training sessions provided in support of the appropriate delivery of services to infants and toddlers with developmental delays or disabilities. The EI Training Program will identify, develop, or adapt curricula to address the identified priority topics and provide training sessions statewide. With approval from IDHS, qualified subcontractors may provide curriculum development and instruction.
  • Training sessions on topics in birth-to-three evaluation and treatment of children with developmental disabilities and delays that cover topics within each of the disciplines including audiology, occupational therapy, physical therapy, speech and language pathology, and developmental therapy, including the social emotional domain, in compliance with 325 ILCS 20/13.30(a), approved by IDHS, and offered no less than two (2) times per year for no fewer than 20 contact hours per year of course work in five (5) separate locations throughout the state (i.e., a minimum of 10 sessions per year of the training must be provided throughout the state). An interdisciplinary approach to these training sessions may be taken. Courses must be taught by fully credentialed EI Providers or educators with substantial experience in evaluation and treatment of children from birth-to-three with developmental disabilities and delays. Enrollment priority must be given to EI Providers who do not meet the experience, education, or continuing education requirements necessary to be fully credentialed EI Providers.
  • A minimum of 50 continuing professional education sessions per year held throughout the state of Illinois (i.e., face-to-face or virtual training sessions) or using online technologies (i.e., training modules, webinar sessions, etc.) on topics requested and approved by the IDHS, with an emphasis on EI principles, procedures, and services, based on peer-reviewed research, to the extent practical, to meet the unique needs of the child and family to achieve the outcomes identified in that child's Individualized Family Services Plan (IFSP).
• Service Coordinator Conference: With input from Child & Family Connections (CFC) offices, provide at a minimum one (1) virtual one-day Service Coordinator conference focused specifically on the role of service coordinators in the EI Program.
• Transition Training: In coordination with Star Net, provide up to ten (10) statewide five (5) hour training sessions regarding the transition of children from EI services into early childhood special education services, with a panel that includes trainers from Star Net and the EI Training Program, staff from the local school district, and a parent liaison. Develop and post a web-based module to provide an overview of the rules and laws related to transition that can serve as a prerequisite to the face-to-face training session. Develop and provide a follow-up session to the face-to-face training session that allows participants to reflect on practice and share challenges and successes in the transition process.
• Assistive Technology (AT) Evaluator Training for Providers Holding a Full-Evaluator Credential: Provide a minimum of four (4) AT Evaluator Training sessions per year, with the first year of the contract to include additional training sessions to allow current evaluators to meet the requirement. AT Evaluator Training will be offered in online and/or face-to-face sessions encompassing the philosophy of AT, principles and processes for functional AT assessment, appropriate documentation of AT assessments, effective implementation of AT into a child's routines, policy, and procedures for obtaining AT, an examination of the evaluation format for AT, and a review of the responsibilities of team members in relation to AT.
• CFC Manager Support/training: Provide a minimum of an annual training session focused on skills and strategies of CFC Managers to support CFC staff in best practice, EI Principles, racial justice, diversity, equity, and inclusion as well as implicit bias. Session(s) may be offered virtually and/or face-to-face and should build the capacity of the CFC Manager to best support their team members.
• Reflective Practice Groups: Provide a minimum of six (6) reflective practice groups cohorts that encourages and strengthens the practice of early interventionists by fortifying their support, fostering team cohesion, mitigating stress and compassion fatigue, and providing a space for contemplation and critical thinking. Each group should consist of seven (7) engagement sessions with a team of trained facilitators. The EI Training Program shall financially support providers at the current Early Intervention provider offsite state rate for their participation Sessions may be offered virtually and/or face-to-face.
• CFC Assistive Technology training: Provide a minimum of an annual training session focused on skills and strategies of CFC Assistive Technology Coordinators and/or CFC staff associated with Assistive Technology to support the needed skills and knowledge to support teams in decisions and steps in determining the need and/or approving needed equipment. Offerings must include the ability of the CFC staff to ensure best practice and EI Principles in the decision and discussions with team members, including families. Session(s) may be offered virtually and/or face-to-face and should build the capacity of the CFC Assistive Technology Coordinator to best support their team members.
• Coordinated Training Support: In order to develop a "one-stop-shop" for EI training the EI Training Program must provide adequate support for the training sessions listed above to include racial justice, diversity, equity and inclusion as well as implicit bias.
  • The EI Training Program will provide registration services, site arrangements, handout materials, and evaluation for each training session and will provide EI workshop certificates to training participants.
  • Registration must be accepted via an online registration system. The EI Training Program must provide credit card processing for the collection for any registration fees. Child and Family Connections (CFC) offices staff and IDHS staff will be exempt from paying fees for trainings.
  • A database of training participants must be developed and maintained.
  • The EI Training Program will provide information on training through a toll-free phone number(s), Monday through Friday, excluding holidays.
• Public Awareness Efforts: The EI Training Program will utilize a brochure, the provider newsletter, the website, social media, attendance at state-level conferences, presentations at Universities, and information provided through its own training sessions to increase public awareness of EI Training Program services. In order to maximize training resources available throughout the state, the EI Training Program will provide a coordinated approach to informing EI Providers of continuing professional education opportunities for EI Providers offered by public, private and state-funded entities.
• EI Provider Newsletter: With IDHS approval, the EI Training Program will develop, publish, and distribute hard copy or notification of an electronic posting of a quarterly training newsletter.
• Website: The EI Training Program will develop and maintain a website that includes a comprehensive, statewide calendar of EI training opportunities that are updated on at least on a monthly basis; registration information; accurate, up-to-date information about EI policies and procedures and EI services, based on peer-reviewed research, to the extend practical, that are necessary to meet the unique needs of the child and family to achieve the outcomes identified in the IFSP; a database of sessions approved for EI credit, and additional information as requested by IDHS .
• Training Needs Assessment: The EI Training Program shall conduct an annual training needs assessment and report to IDHS the results of the assessment to document feedback on the quality and appropriateness of EI training and to identify training needs. IDHS must approve the design of the need's assessment.
• EI Credit Requests: The EI Training Program will accept, review, and approve within 30-business days of receipt of a complete request, EI Credit Requests from sponsoring organizations (approximately 2,000 per year), submitted through an online process.
• EI Video Credit Requests: The EI Training Program will, accept, review, and approve within 30-business days video credit requests (approximately 600 per year) for contact hours for watching one of the approved for EI Credit video/DVD selections available from the EI Clearinghouse.
• Meeting Accommodations for the Illinois Interagency Council on Early Intervention (IICEI): To support the IICEI, the EI Training Program will make site arrangements for virtual or in-person quarterly meetings, an annual two-day planning meeting, and a one-day training session for new members. If in-person, meeting facilities must include one large room with a capacity of a minimum of 80 people. The configuration of the seating must include tables and chairs set up in a large square to accommodate up to 30 people, with 50 chairs set up in a classroom-style surrounding the square. The building, meeting room, and rest rooms must be accessible to individuals with disabilities. Arrangements should include the ability to use four tabletop microphones, make PowerPoint presentations, and provide water and coffee for all participants.
• Administration of Bilingual Interpreter Proficiency Tests and Training: The Illinois EI Training Program will provide the following functions to support the administration of proficiency tests to approximately 200 individuals requesting enrollment in the EI Program as bilingual interpreters: test scheduling through the Illinois Early Intervention Training Program's via web-based registration or a toll free phone number; testing site arrangements and scheduling of proctors/graders; training of proctors/graders; administration of IDHS-approved proficiency tests; submission of the tests to IDHS-approved entity(s) for grading, if not completed as part of the administration of the tests; collection of a testing fee and processing payment for the grading of tests, and notification of interpreter/applicant and the EI credentialing office of the outcome of proficiency tests. Testing must be provided for the following languages: Arabic, Bulgarian, Chinese, French, Hindi, Japanese, Korean, Polish, Russian, Spanish, Ukrainian, Urdu, and Vietnamese. Provide a minimum of six (6) Systems Overview sessions for Bilingual Interpreters/Translators in the Illinois EI System sessions, or more frequently to meet system needs. More sessions may be needed to meet system needs.
• Outcomes Support: The EI Training Program will provide technical assistance and support to families and CFC offices as part of a federally required family outcomes survey process. Coordination of the family outcomes survey process includes: training and technical assistance; project coordination; compiling and dissemination of the survey through multiple means to ensure equitable access by all families enrolled in the EI Program on a routine schedule of monthly or quarterly (approximately 22,000 families annually); upon request, assisting families in completing the survey, with strategies targeted to populations with poor return rates; receiving and tracking surveys; surveys data analysis, including linking and analyzing related child outcome data; and following-up with CFC offices regarding survey results. Language accessibility is paramount, and the survey will be made available in the primary language of the family, with translation services provided as necessary. Other outcomes-related duties include: providing staff support to an Outcomes Workgroup, which will meet quarterly; providing training on the use of the Child Outcomes Summary Form; providing consultation to the EI Program regarding the Illinois' process for measuring and reporting child outcomes; sharing data with CFC offices; and representing IDHS regarding child and family outcomes evaluation, as needed.
• Office of the Early Intervention System Ombudsman: The EI Training Program will provide an Office of the EI Ombudsman to promote the highest attainable EI practices which support the principles of Illinois' EI Program by working with CFC offices and local Early Intervention programs and providers to ensure fidelity with EI laws, policy, practice, and procedure. The Office of the EI Ombudsman will: study local, state and national issues affecting early intervention across the spectrum of services and supports needed by families, including issues of equitable access to services; identify evidence-based practices and forward looking solutions that will meet the future challenges for the EI Program; collect and analyze quantitative and qualitative EI Program data that is representative of the EI workforce and EI families; develop strategies to promote compliance with program principles and procedures; act as a facilitator and liaison with identified system resources (i.e.: Bureau of EI, EI Training Program, EI Monitoring Program, Provider Connections, EI Central Billing Office, EI Clearinghouse, CFC offices, provider professional organizations, etc.) to develop short and long-term action plans promoting the implementation of early intervention practices which support the principles of the EI Program and support the focused verification monitoring process; and develop and implement training strategies based upon research, data analysis, and focused verification monitoring activities and apply these strategies, with coordination of all EI training resources and supports, to target CFC-area specific and statewide training needs.
• Workgroup Participation: The EI Training Program will participate, upon request, in work groups of the IICEI that address issues related to training.
• Data Management System Training: Develop and implement training curricula for new data management system to support existing and new service coordinators, managers, early intervention providers and families.
• Modified Service Delivery Pilot Implementation: Provide project co-coordinators, travel, curriculum development, and training related to anti-racist/pro-culture, homelessness, poverty, trauma, domestic violence, Facilitating Attuned Interactions (FAN), coaching, Pyramid, Family ambassador training and Parent Liaison training, evaluation consultant, stakeholder working meetings.