Course Syllabus

Course Information
Course Number/Section HDCD 5320
Course Title Service Coordination of Community Resources

Term Fall 2008

Days & Times Monday/5:30-8:15pm

Professor Contact Information

Professor Chelle Miller MS
Office Phone VM 469-385-4236
Other Phone Cell 214-629-1635
Email Address hms012100@utdallas.edu
Office Location NA
Office Hours Mondays before class or by appointment

Course Pre-requisites, Co-requisites, and/or Other Restrictions

none

Course Description
HDCD 5320 Service Coordination of Community Resources (3 semester hours) Policies and
procedures pertinent to service coordination of community resources in early intervention and
family-centered practices that help families become more independent.

Student Learning Objectives/Outcomes

Texas ECI Competencies: The following competencies are taken directly from the
Texas ECI Competency Demonstration System. Phrases in bold represent the knowledge and
skills that are expected for students in this course.
SC 1 – a. The EIS knows about community services and assists families in accessing
appropriate professionals and agencies when concerns of a family require specialized professional
services; b. The EIS supports parents as they advocate for their infants and toddlers; c. The
EIS assists families in accessing formal and informal parenting support and advocacy
organizations and knows the roles of such organizations in developing and improving
services.
SC 2 – The EIS identifies the need for and accesses service supports in a family’s
native language, or accesses appropriate interpreter and translation services. The EIS provides
support for the non-English speaking families as they advocate for their infants and toddlers.
IFSP 2 – In partnerships with families and team members, the EIS develops IFSPs that:
a.) integrate information identified by families about children’s functioning, strengths and needs;
b.) assist and support families in identifying concerns, priorities, resources, and in
developing outcomes and strategies to meet families’ needs; c.) as appropriate, create
strategies for including siblings and extended family members for implementation of the IFSP; d.)

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assist families in making transition plans by the time the child is two, e.) identify service
options appropriate to meet each family’s needs.
IFSP 1 – The EIS knows the ECI requirements for the IFSP.
POL 1 – The EIS knows how to access and carry out all ECI program policies and
procedures, both on the local program and state level.
FCP 1 – The EIS knows how to identify and support strengths and coping skills of
families.
PROF 1 – The EIS knows the range and limitations of the professional role of the
EIS.
PROF 2 – The EIS knows the roles of all early intervention team members, including
family members.
EV/ASST 3 – The EIS knows the three categories of state eligibility requirements
(i.e. medical diagnosis, atypical development and developmental delay) and knows when to refer
for further evaluation.

Additional Learning Outcomes: The student will:

1. know and use a routines-based approach to family-centered IFSP development.
2. know and use good team communication skills.
3. know different team models and their implications for families.
4. know how to document progress.

Required Textbooks and Materials

None all materials will be emailed or given out in class

Assignments & Academic Calendar

Topics, Reading Assignments, Due Dates, Exam Dates

HDCD 5320 Schedule of Lectures

Fall 2008

All of the materials for this course are either emailed from the instructor, or at various websites
that will be referenced in the material on activities. In lieu of a text, we will complete the majority
of ECI 101, which includes the Service Coordination Manual, as well as various activities from
the Texas ECI Competency Demonstration System. You will be using many materials from the
Texas ECI website, which I suggest you bookmark:
www.dars.state.tx.us/ecis

You should make two notebooks for this course. The first will contain the text as well as the
activities you complete from ECI 101. Organize these in sections as they will become part of your
portfolio upon graduation.

The second notebook will be a compilation of community resources of various types.

For ECI 101, please read and print out each section before coming to class. We will do many of
the activities in class. However, if an activity calls for you to download something from a
website, you should do that before class and bring it with you as well. Assignments are for that
particular class period, unless it states to bring to the next class.

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Schedule:

August 25: The spirit and intent of early intervention legislation. ECI core beliefs and values.
Whom does ECI serve? Overview of IDEA and Texas ECI. Overview videos. .

Assignment: For next class-Download and read ECI 101, Section One, pages 1.3-1.12.1.14-
1.15, 1.17-1.20 read the instructions on pages 1.28,1.29 and 1.30 and bring this activity with you
to class filled out to the best of your ability. Section Eight, pages 6-9, Getting The IDEA. Do the
activity on page 9 numbers 1, 2, and 3. For number 3 you can print policy 3.6. You do not have
to do the web based training. We will be doing this later in the semester. Read Section Eight,
pages 10-37. Do the activity on page 30 by visiting the web-site indicated and taking notes as
directed under #1. Download and bring to class pages 23, 24, 34 and 37. We will use these for in-
class activities.

September 1 (no Class-Labor Day)

September 8 : Guest speakers- Please arrive on time! Our History: State and Federal Legislation
Supporting ECI. . Overview of service coordination, roles and responsibilities.

September 15 and 22: Discussion of family-centered philosophy, routines-based services,

relationship-based approaches to early intervention and providing services in natural
environments.
Assignment: ECI 101, Section Two, pages 2.2-2.18, do #2 of the activity on page 2.5 in writing
for submission this class period. Bring pages 2.8, 2.13 and 2.18 to class for use during in-class
activity. Begin the activity on page 2.12, which takes two weeks to complete. It will be due 9/29.
Midterm assignment: Interview 2 caregivers, moms, parents, etc. For the first interview,
use a traditional routines-based format. For the second interview, use the Scale for Family
Assessment of Enjoyment within Routines (SAFER). Although you do not need to videotape
these, you must have the interviewee sign a form stating that you did the interview and giving
his/her phone #. Write a paper on each of your interviews. Additional information will be given in
class. The following rubric is exactly how you will be graded on this assignment.
Your Possible
points points
Comments
Organization, style, communication, including
a description of the tool and its purpose
1.5
Spelling and grammar:
0.5
Comprehensive description, discussion
of routines 7

Conclusion, summary: 1

Total: 10

September 29: Discussion of team approaches and models, conflict resolution, and interagency
coordination. Possible guest panel to discuss different team approaches.

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Assignment: Bring activity 2.12 that you have been working on for two weeks. ECI 101
Section Two, pages 2.20-2.25, 2.28-2.30. Do questions #1,2 and 3 on page 2.25. Bring question 3
in writing and bring to class. Print page 2.28 and bring to class for in-class activity.

October 6: Discussion of cultural competence and sensitivity, child find and public awareness
activities. Broadening The Relationship: Making The Connections.
Assignment: ECI 101 Section Two, pages 2.31-2.34, 2.36-2.37 print page 2.33 and bring to class
for in-class activity. Section Eight, pages 48-55. Do the activity on page 53 question 6-bookmark
the websites for your future use. Do the activity on page 55 and bring to class.

October 13: Discussion of array of services, required services and responsibilities, service
coordinator requirements.
Assignment: ECI 101, Section Three, pages 3.3-3.9. Bring page 3.5 to class for in-class activity.
Bring the answers to #2 from page 3.9 to class. Hint- do #1 first.

MIDTERM- ROUTINES BASED INTERVIEWS ARE DUE OCTOBER13

October 20: Discussion of procedural safeguards and family rights, and timelines for the IFSP
process. Developing and maintaining an organizational system to meet requirements. The on-
going relationship between the service coordinator and the family.
Assignment: ECI 101: read Section Four, pages 4.10 - 4.17, 4.19 - 4.21; Section Eight, Pages 38
- 43. Print page 44 and bring to class for in-class activity.

October 27: The service coordinator's role in intake, screening, evaluation and assessment.
Assignment: ECI 101: read Section Four, pages 4.23 - 4.24, 4.26 - 4.27, 4.29 - 4.31.

November 3: IFSP development, implementation and monitoring.

Assignment: ECI 101: read Section Four, pages 4.34 - 4.39, 4.41 - 4.44. Do online activity “
Writing Better IFSPs from www.dars.state.tx.us/ecis/index.shtml Bring to class.

November 10 and 17: Personal challenges, including time and stress management, establishing
boundaries, etc. Challenges with families, including working with parents with disabilities,
reporting child abuse and neglect, etc. Challenges with communication, including conflict
resolution and mediation.
Assignment: ECI 101: read Section Five, pages 5.2 - 5.12; Section Eight, pages 56-58 . Print pg.
59 and bring to class for in-class activity.

Community Resource Projects Presented: Be prepared to present on three of your resources. If

you would like to earn 3 points extra credit, invite a representative from one of your resources to
represent their agency, but let me know in ample time to coordinate. Please have enough
materials to distribute to everyone.

November 24: Importance of documentation. Paying for services: Who foots the bills? Medicaid,
insurance and family cost share requirements. Staff and client safety issues.
Assignment: ECI 101: read Section Six, pages 6.3 - 6.6, 6.14 - 6.16, Section Seven, pages 7.2 -
7.4, 7.6 - 7.7, 7.10 – 7.13. Do the activity on page 7.8, #2. Watch the web based training module
#2, "Documentation in ECI" from www.dars.state.tx.us/ecis/index.shtml and print off the sample

Course Syllabus Page 4

progress note. It will be under "Click for more information." Fill out and print the evaluation form
and certificate and bring to class.

December 1: Passing on the relationship: transition from ECI to next service environment.
Assignment for next class: ECI 101: read Section Eight, pages 60-61. Print and bring pages 62
and 63 to class for in-class activity. Watch the web based training module, Individualized Family-
Centered Transition Planning at www.dars.state.tx.us/ecis/index.shtml Read and print the Policy
3.8 under "click for more information." Read and print a copy of Beyond ECI (under
resources,16 pages on the DARS website) or obtain a copy from your local ECI program. Print
the suggestions/models of alternate transition plans. Final: read Jeremy's story from the same
web based training module. Follow the directions and complete the learning activity. Fill
out and print the certificate.

December 8: Bring final. Wrap up and practice writing functional outcomes. This is our last
class. Your take home final takes the place of final exam period.

Grading Policy

Grading:
Class attendance and participation: 7
Routines-Based Interviews (2): 20 (10 pts. each)
ECI 101 and Service Coordination Activities: 53
Community Resources Project: 10
Final: 10
TOTAL POINTS: 100

92 - 100:A
84 - 91: B
75 - 83: C

Course Policies
Extra Credit
Schedule a guest speaker from an organization you contact for you resource project

Late Work
Assignments are due on the designated date (see course schedule presented in this syllabus). No
late assignments will be accepted unless prior approval is given. Assignments submitted later
than the due date will receive an automatic 5% reduction in grade for every day that the
assignment is late. Assignments will not be accepted after 5 days.

Special Assignments
Community Resources Project
Fall 2008

Due November 10, 2008

Course Syllabus Page 5

Objective: to develop a current, computerized, easy-to-update directory of resources for children
with special needs from 0-3 years of age and their families who live in the Dallas Metroplex area.

Students are to choose one area of interest from the list below, coordinating with the course
instructor to avoid duplication. Each student is to identify and contact 10 resources within the
category and gather information to complete the following page. You must have chosen your
topic by September 15. Email me as soon as you make your choice. You might want to pick
two in case you do not get your first choice.

1. Social and government services for low income families-legal assistance, financial assistance
for utilities, clothing, toys and food banks
2. Parenting classes, clinics and support groups for families with children with disabilities
3. Pediatric hearing testing and evaluations, Ear Nose and Throat doctors, clinics
4. Pediatric doctors that take Medicaid, pediatricians, pediatric specialists, dentists
5. Developmental pediatricians, pediatric neurologists, pediatric gastroenterologists, pediatric
ophthalmologists, pediatric dentists
6. Childcare services for children with disabilities, including respite care and ones that take Child
Care Assistance, child care referral agencies. Mother’s Day Out for special needs children
7. Cultural Advocacy groups and organizations to support birth and adoptive families, new
residents, festivals and celebrations
8. Autism resources-clinics, schools, therapists, social groups
9. Sensory Integration clinics/resources/therapists

The attached format is to be utilized as a Word document. Hyperlinks to websites and e-mail
addresses are to be utilized. The project is to be submitted in both hard copy and emailed to the
instructor. I will then send a copy to each student. Each student may then print them for their
notebook or save them for future use on their hard drive.

Just copying a resource manual is unacceptable. Just printing a page from a website is not
acceptable. Resources must be contacted to verify the accuracy of the information. Contact is
usually by telephone, although feel free to visit. Accuracy of information, thoroughness of
community research and the ability to utilize the format provided will be considered in the overall
grade for the project.

10 resources must be identified per student. When you contact a resource, please identify yourself
as a UTD student. Try to get handouts for the class. At least try to get one handout for your
resource guide that can be copied for others. Be courteous and thankful for their help. Make sure
to make notes if they were or were not helpful. We would not give or families information on
agencies that are not friendly or courteous.

This resource will be very helpful to you in the future. You might want to put it in a notebook
with pockets for the handouts. Make sure to put the person you talked to down as the contact
person. If a specific person should be contacted for an intake, be sure to list them under
application process.

Name of agency:

Address:

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Telephone:

Fax:

E-mail/Website:

Contact person:

Type of services provided:

Geographic area served:

Description of services available:

Application process:

Eligibility:

Cost:

Additional comments:

Class Attendance
The expectation for this class is that students will be on-time and in attendance. The student is
responsible for informing the professor prior to or immediately after an absence, either person,
via email or voice mail. It is the student’s responsibility to access all information presented for
the missed class session from other students in the class. The instructor is not responsible for
ensuring the student has the missed materials. No make-up tests or in-class assignments will be
given without prior approval. If a student is a no-show on the night of a test/assignment, the
student will automatically earn a zero. If a student arrives to a class session after it has begun,
he/she is expected to enter quietly and take a seat in the least disruptive location. It is very
difficult to make a grade of A in this class unless you attend every week.

Classroom Citizenship

1. Arriving at class at the designated class start time.

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 2. Preparing for class by reading the assigned materials and downloading the appropriate
materials for in-class assignments.
3. Participating in class discussions in a constructive manner.
4. Turning in completed assignments on designated due dates (see above).
5. Interacting in a professional manner (verbally and nonverbally) with other students, the
professor, and guest speakers.
6. Taking responsibility for his/her professional learning.
7. Taking responsibility for contacting the professor via email or by phone prior to an
absence and taking responsibility for getting class notes/materials from fellow students.
8. Listening (not talking) during lecture or class discussion.
9. Leaving at the scheduled time and not before (unless the instructor is notified and has
approved prior to leaving).
Please be polite and courteous in your interactions with each other and your professor. Discussion
and active participation are always valued. Remember that cell phones and beepers must be
turned off prior to entering the classroom.

Technical Support

If you experience any problems with your UTD account you may send an email to:
assist@utdallas.edu or call the UTD Computer Helpdesk at 972-883-2911.

Field Trip Policies / Off-Campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and
University policies and procedures regarding travel and risk-related activities. Information
regarding these rules and regulations may be found at the website address
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is
available from the office of the school dean. Below is a description of any travel and/or risk-
related activity associated with this course.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations
for the orderly and efficient conduct of their business. It is the responsibility of each student and
each student organization to be knowledgeable about the rules and regulations which govern
student conduct and activities. General information on student conduct and discipline is contained
in the UTD printed publication, A to Z Guide, which is provided to all registered students each
academic year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules and
Regulations, Series 50000, Board of Regents, The University of Texas System, and in Title V,
Rules on Student Services and Activities of the university’s Handbook of Operating Procedures.
Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations (SU 1.602, 972/883-6391) and online at
http://www.utdallas.edu/judicialaffairs/UTDJudicialAffairs-HOPV.html

A student at the university neither loses the rights nor escapes the responsibilities of citizenship.
He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules,
university regulations, and administrative rules. Students are subject to discipline for violating the
standards of conduct whether such conduct takes place on or off campus, or whether civil or
criminal penalties are also imposed for such conduct.

Course Syllabus Page 8

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty. Because
the value of an academic degree depends upon the absolute integrity of the work done by the
student for that degree, it is imperative that a student demonstrate a high standard of individual
honor in his or her scholastic work.

Scholastic Dishonesty, any student who commits an act of scholastic dishonesty is subject to
discipline. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the
submission for credit of any work or materials that are attributable in whole or in part to another
person, taking an examination for another person, any act designed to give unfair advantage to a
student or the attempt to commit such acts.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other
source is unacceptable and will be dealt with under the university’s policy on plagiarism (see
general catalog for details). This course will use the resources of turnitin.com, which searches the
web for possible plagiarism and is over 90% effective.

Copyright Notice

The copyright law of the United States (Title 17, United States Code) governs the making of
photocopies or other reproductions of copyrighted materials, including music and software.
Copying, displaying, reproducing, or distributing copyrighted works may infringe the copyright
owner’s rights and such infringement is subject to appropriate disciplinary action as well as
criminal penalties provided by federal law. Usage of such material is only appropriate when that
usage constitutes “fair use” under the Copyright Act. As a UT Dallas student, you are required to
follow the institution’s copyright policy (Policy Memorandum 84-I.3-46). For more information
about the fair use exemption, see http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm

Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues
concerning security and the identity of each individual in an email exchange. The university
encourages all official student email correspondence be sent only to a student’s U.T. Dallas email
address and that faculty and staff consider email from students official only if it originates from a
UTD student account. This allows the university to maintain a high degree of confidence in the
identity of all individual corresponding and the security of the transmitted information. UTD
furnishes each student with a free email account that is to be used in all communication with
university personnel. The Department of Information Resources at U.T. Dallas provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses.
These dates and times are published in that semester's course catalog. Administration procedures
must be followed. It is the student's responsibility to handle withdrawal requirements from any
class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork
to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the
class once you are enrolled.

Student Grievance Procedures

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 Procedures for student grievances are found in Title V, Rules on Student Services and Activities,
of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments
of academic responsibility, it is the obligation of the student first to make a serious effort to
resolve the matter with the instructor, supervisor, administrator, or committee with whom the
grievance originates (hereafter called “the respondent”). Individual faculty members retain
primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at
that level, the grievance must be submitted in writing to the respondent with a copy of the
respondent’s School Dean. If the matter is not resolved by the written response provided by the
respondent, the student may submit a written appeal to the School Dean. If the grievance is not
resolved by the School Dean’s decision, the student may make a written appeal to the Dean of
Graduate or Undergraduate Education, and the deal will appoint and convene an Academic
Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic
appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at
the semester’s end and only if 70% of the course work has been completed. An incomplete grade
must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the
required work to complete the course and to remove the incomplete grade is not submitted by the
specified deadline, the incomplete grade is changed automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the
Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)
disabilityservice@utdallas.edu

If you anticipate issues related to the format or requirements of this course, please meet with the
Coordinator of Disability Services. The Coordinator is available to discuss ways to ensure your
full participation in the course. If you determine that formal, disability-related accommodations
are necessary, it is very important that you be registered with Disability Services to notify them of
your eligibility for reasonable accommodations. Disability Services can then plan how best to
coordinate your accommodations.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty members
to verify that the student has a disability and needs accommodations. Individuals requiring special
accommodation should contact the professor after class or during office hours.

Course Syllabus Page 10

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for
the travel to and observance of a religious holy day for a religion whose places of worship are
exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding
the absence, preferably in advance of the assignment. The student, so excused, will be allowed to
take the exam or complete the assignment within a reasonable time after the absence: a period
equal to the length of the absence, up to a maximum of one week. A student who notifies the
instructor and completes any missed exam or assignment may not be penalized for the absence. A
student who fails to complete the exam or assignment within the prescribed period may receive a
failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student has
been given a reasonable time to complete any missed assignments or examinations, either the
student or the instructor may request a ruling from the chief executive officer of the institution, or
his or her designee. The chief executive officer or designee must take into account the legislative
intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief
executive officer or designee.

These descriptions and timelines are subject to change at the discretion of the Professor.

Course Syllabus Page 11