This page contains guidance on a range of topics relevant to the service delivery of all ESIT direct service providers including family resources coordinators, speech language pathologists, physical and occupational therapists, behavior specialists, social workers, educators and more. Use this page as a reference guide for the IFSP process and evidence-based practices for serving children and families.
- Ongoing Eligibility
- 2019-3 Updated Evaluation, Assessment, and Ongoing Eligibility Guidance
- 2019-5 Updated Evaluation, Assessment, and Ongoing Eligibility FAQ
- IFSP Reviews
- Qualified Personnel Guidelines
- ESIT autism guidelines
- Informed Clinical Opinion
- Evaluation and Assessment
- Natural Environments
- Summary of Functional Performance
- Functional Outcomes
- Using CBAs
- Transition (Exit) Reasons Guidance
- Engaging Families in the Child Outcome Summary (COS) Process
- Late Services - Provision and Documentation
- Qualifying Diagnosis List Guidance
- Interim Individualized Family Service Plans
- Children Receiving Inpatient Medical Care – Eligibility and Enrollment
- Age Correction in Evaluation and Assessment of Prematurely Born Infants
- Cross-System Partnership for Children in Out-of-Home Care
Request information, resources, or consultation regarding a specific child with hearing loss, visual impairment, or deaf-blindness:
- Appendix 1a. Pathway Deaf/Hard of Hearing
- Appendix 1b. Pathway Blind/Visually Impaired
- Appendix 1c. Key to Acronyms
- Appendix 2b. Instructions for APH Federal Quota Registration for Infants/Toddlers with Blindness or Visual Impairment
- Appendix 3. Self Evaluation Tool for EI Programs
- Appendix 4. Areas to Address with All Families Whose Infants/Toddlers are Identified with Sensory Disabilities
- View the recording of the practice guide instructional webinar here
- 2020-05 Documenting Planned Services on the IFSP
- 2019-05 Procedural Safeguard Documentation When Giving Prior Written Notice (PWN)
- 2019-04 Updated Evaluation, Assessment, and Ongoing Eligibility FAQ
- 2019-03 Updated Evaluation, Assessment, and Ongoing Eligibility
- 2018-05 Background Checks for ESIT Providers Entering Childcare Settings
- 2018-04 Ongoing Child Outcome Summary (COS)
- 2018-03 Referral Entry in the Data Management System (DMS)
- 2018-01 Suspending Services
Providing family-centered services is at the heart of the Early Support for Infants and Toddler’s Guiding Concepts. Research demonstrates coaching to be extremely effective in increasing positive outcomes for both the child and their family. Below you will find several coaching resources, including video examples, which demonstrate various methods of coaching. These resources are available to increase your skills and confidence, but are not required as part of your training. Thank you to these external partners dedicated to family-centered coaching for making these resources available.
- Coaching Families Modules
These seven modules describe different components of coaching with families. Introduction to coaching, joint planning, observation, action/practice, feedback, reflection, practice activities, and resources.
- Five Components of Coaching (handout)
A quick reference guide describing the five components of coaching, with brief reminders of the steps a provider should consider in implementing each component. This resource can be used to prepare for a session or during a home visit as a provider is familiarizing themselves with the coaching approach.
Coaching resources handouts, articles, presentations/webinars, tools and videos. Below are links to several video examples helpful for a variety of disciplines in Early Intervention.
Family Guided Routines Based Intervention (FGRBI) and Caregiver Coaching promotes the ability of early intervention providers to coach caregivers to engage their young children in learning as they participate in everyday routines and activities that are meaningful to them. This site includes resources and video examples.
Video training resource for early childhood coaches, based on the 5 key characteristics of coaching as outlined by Dathan Rush and M'Lisa Shelden. These characteristics can be applied to a number of early childhood settings.