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Side panel EITA Home EITA Portal Professional Development Topic of Interest Assistive Technology Augmentative and Alternative Communication Autism Deaf-Blind Dual Language Learners Early Childhood Outcomes Early Intervention Service Delivery Early Language & Literacy Hearing/Deafness Inclusion Infant/Toddler Service Coordination Leadership Screening, Assessment and Evaluation Social Emotional Traumatic Brain Injury Transition Vision Blindness Families Partners Family Connections for Language and Learning PA Department of Human Services PA Department of Education PA Key PA Promise for Children Parent to Parent of PA PaTTAN State Interagency Coordinating Council Resources Laws, Regulations and OCDEL Announcements Early Intervention Publications Provider Registry Documents Early Intervention Forms More Log in Home EITA Portal Professional Development Topic of Interest Collapse Expand Assistive Technology Augmentative and Alternative Communication Autism Deaf-Blind Dual Language Learners Early Childhood Outcomes Early Intervention Service Delivery Early Language & Literacy Hearing/Deafness Inclusion Infant/Toddler Service Coordination Leadership Screening, Assessment and Evaluation Social Emotional Traumatic Brain Injury Transition Vision Blindness Families Partners Collapse Expand Family Connections for Language and Learning PA Department of Human Services PA Department of Education PA Key PA Promise for Children Parent to Parent of PA PaTTAN State Interagency Coordinating Council Resources Collapse Expand Laws, Regulations and OCDEL Announcements Early Intervention Publications Provider Registry Documents Early Intervention Forms Select activity FAQ for the EITA Training Site FAQ for the EITA Training Site File Skip courses Courses Collapse all Assistive Technology Assistive Technology: Using Environmental and Universal Tools in Early Childhood Assistive Technology: Using Environmental and Universal Tools in Early Childhood (Self Enrollment) Assistive Technology: Using Modified and Specialized Tools in Early Childhood Assistive Technology: Using Modified and Specialized Tools in Early Childhood (Self Enrollment) Autism About Autism in Toddlers Cultural Competence Cultural Humility Impact of Poverty Toward Cultural Competence Using the Ladder of Inference Experiencing Homelessness Early Childhood Outcomes (ECO) Early Childhood Outcomes (ECO) 101: Understanding the Process Early Childhood Outcomes (ECO) 101: Understanding the Process (Self Enrollment) Early Childhood Outcomes (ECO) 201: Effective Strategies to Ensure High Quality Data Early Childhood Outcomes (ECO) 201: Effective Strategies to Ensure High Quality Data (Self Enrollment) Early Intervention Orientation Early Intervention Orientation Early Intervention Orientation (Self Enrollment) Early Intervention Service Delivery in Pennsylvania An Overview of Embedded Instruction for Early Learning in Pennsylvania An Overview of Embedded Instruction for Early Learning in Pennsylvania (Self Enrollment) Coaching Installation 2022-2023 Learning Path: Embedded Instruction for Early Learning in PA Early Intervention Service Delivery: Coaching Across Settings Embedded Instruction for Early Learning in PA: What & When to Teach-Part 1 Embedded Instruction for Early Learning in PA: What & When to Teach-Part 2 Embedded Instruction for Early Learning in PA: How to Teach-Part 3 Embedded Instruction for Early Learning in PA: How to Evaluate-Part 4 Family Guided Routines Based Intervention (FGRBI) IT Service Delivery Professional Learning Communities (PLCs) Preschool Service Delivery Core Leadership Team Resources SS-OO-PP-RR Supporting Adult Learners Supporting Adult Learners (Self Enrollment) The Family 5Q Early Language & Literacy Emergent Talkers Foundations for Infant/Toddler Services in Early Intervention Infant Toddler Annual Training Series 2022-23 (Archived) Infant Toddler Annual Training Series 2023-24 Partnering to Build Family Capacity Partnering to Build Family Capacity (Self Enrollment) The IFSP: Developing Transition Plans The IFSP: Developing Transition Plans (Self Enrollment) The IFSP: Laws & Regulations, Documentation and Developing Outcomes The IFSP: Laws & Regulations, Documentation and Developing Outcomes (Self Enrollment) IFSP/IEP Preparation & Implementation Developing Meaningful Goals and Outcomes Exit Criteria: The 4-Month Monitoring Process Guidance for Writing Early Intervention Session Notes Inclusion Collaborating for Inclusive Classroom Practices in Early Childhood: Building Relationships to Support All Children Collaborating for Inclusive Classroom Practices in Early Childhood: Building Relationships to Support All Children (Self-Enrollment) Collaborating for Inclusive Classroom Practices in Early Childhood: Focus on Attitudes and Beliefs Collaborating for Inclusive Classroom Practices in Early Childhood: Focus on Attitudes and Beliefs (Self-Enrollment) Collaborating for Inclusive Classroom Practices in Early Childhood: Individualizing for Meaningful Inclusion Collaborating for Inclusive Classroom Practices in Early Childhood: Universal Design for Learning in Early Childhood Settings Collaborating for Inclusive Classroom Practices in Early Childhood: Working Together Collaborating for Inclusive Classroom Practices in Early Childhood: Working Together (Self Enrollment) Training Materials: Collaborating for Inclusive Practices in Early Childhood Laws & Regulations Confidentiality Infant Toddler EI Procedural Safeguards Office for Dispute Resolution (ODR) Overview Preschool EI Procedural Safeguards Leadership Leadership Development: Fostering Fearless and Resilient Teams Leadership Development: Fostering Fearless and Resilient Teams (Self Enrollment) Leadership Development: Motivating Your Team Leadership Development: Motivating Your Team (Self Enrollment) Leadership Development: Resolving Conflicts Between Employees Leadership Development: Resolving Conflict Between Employees (Self Enrollment) Leadership Development: The 4 Stages of Team Development Low Incidence EI Communication Plan Interventions for Children with Combined Vision and Hearing Loss Orientation to Deafness and Hearing Loss Supporting Young Children Who are Deaf-Blind Screening, Assessment & Evaluation Developmental Assessment of Young Children, 2nd Edition Diagnosed Physical or Mental Conditions with High Probability of Delay Early Intervention Eligibility in Pennsylvania Eligibility and Assessment Job Aid Series Norm and Criterion-Referenced Assessments Purposes of Child Assessment in Early Intervention Social Emotional Evaluation for Early Intervention Using Informed Clinical Opinion to Determine Eligibility for Infant-Toddler Early Intervention in Pennsylvania Social Emotional Building Resiliency in Young Children PBIS Administrator Overview Social Emotional Foundations Part 1: Social Emotional Development within the Context of Relationships Social Emotional Foundations Part 1: Social Emotional Development within the Context of Relationships (Self Enrollment) Social Emotional Foundations Part 2: Responsive Routines and Environments Social Emotional Foundations Part 2: Responsive Routines and Environments (Self Enrollment) Social Emotional Foundations Part 3: The Meaning of Behavior & Appropriate Responding Social Emotional Foundations Part 3: The Meaning of Behavior & Appropriate Responding (Self Enrollment) Prevent-Teach-Reinforce for Families Transition Creating Individualized Transition Plans Early Intervention Transitions Similarities and Distinctions between the Infant-Toddler and Preschool Early Intervention Programs Successful Partnerships in Transition: We All Have a Role! Supporting Families: Charting the LifeCourse Tools to Ease Transition Service Coordination Four-Part Series on Homelessness Individualizing Service Coordination Services Service Coordination Documentation Search courses Search courses You are not logged in. ( Log in ) Data retention summary Get the mobile app Powered by...