Hello and welcome to this Fiduciary Training on Budget Approvals & Set-up. In this course, you will be working with Clair to review the budget requirements for Fiduciary staff working with individuals under guardianship. In this course, we will:
Determine when budgets are required.
Describe the budget process request flow.
Identify requirements for submitting a budget for approval.
Describe when budgets should be renewed or updated.
Hi, my name is Clair, and I have been working with the Fiduciary Branch for 3 years. Budget requests and approvals are imperative to meet the needs of individuals under guardianship and require a timely response. I will guide you through this course to help you better understand the budget process.
The purpose of this lesson is to give you opportunities to practice crediting using the HELP® (where a child “fits” in the Strand).
Use your Inside HELP® and Strands protocol to complete this Lesson. You must refer to crediting statements to accurately answer each question. Review the Credit Options and descriptions on p.i.21 of Inside HELP® or the inside cover of the Strands protocol.
Then view the video clips for Ryan, Logan, and Anna as indicated and answer the questions following each clip.
In this lesson, you will be introduced to a description of the HELP®, as well as the HELP® 0-3 system components. Some materials are for assessment and planning, while others are for intervention based on the assessment results.
The purpose of this lesson is to introduce this online HELP® course and to outline procedures for navigating through the course.
Thank you for registering for this Early Childhood Research and Development Initiative online training. Funding for the development of this course was provided by The Kentucky Cabinet for Health and Family Services, Department of Public Health.
If you encounter any problems, use the Contact Us at the bottom of every page within the course. Questions will be answered during working hours, M-F 8:00 AM – 4:00 PM Eastern time.
To complete the course, you will be required to:
View the page “Welcome and Introductions.”
Submit a pre-test “What do you know?”
Explore 6 lessons related to the administration of the Hawaii Early Learning Profile. Each lesson includes ungraded checks of your understanding of the content, through Think Spots and Check Your Knowledge questions.
After the introductory lesson, each of the next four lessons includes a short graded quiz. When you receive a score of 80% or higher on each quiz, you may move to the next lesson.
Then, you will be asked a few optional evaluation questions about the course itself.
When you have finished the 6 lessons, and the post-test, you can access your Recognition of Course Completion by clicking on My Courses and going to your completed course. Click on the completed course and a new window will open. Click the blue Print Your Certificate button, and locate your course title to access your certificate.
Before you get started, here are some tips to help you navigate the course.
This course is not intended to be completed in one sitting; rather, we recommend you complete one lesson at a time. Allow yourself at least 30 – 60 minutes of uninterrupted time for each lesson. The course gives you the flexibility to return where you left off.
Note that you will be viewing some videos in You Tube. We recognize that some workplaces may block access to YouTube. You will need to view them at another location or speak to your administrator about access.
We are here to help! Use the contact us button at the bottom of any page to reach out.
Have fun! This training is designed to introduce you to the HELP® 0-3; we hope you enjoy the learning experience as well.
Once you have completed the course, numerous administrations of the HELP® 0-3 are needed to be familiar and reliable with administration of the instrument.
Occasionally throughout the course, you will see the following symbols:
A ? Think Spot indicates a place for you to consider one of the ideas presented on that slide; it is for reflection only.
A ? Handout is available for you which contains the key concepts for administering the HELP®0-3. Space is provided for you to record your answers to practice activities provided during the course. PRINT the ? Handout before proceeding, as it will be used during the course and will be helpful as a later reference. To print a copy of the ? handout, click here.
Now, click on Overview of the Course topic below to review 1) the knowledge and skills you will learn during the course; 2) the sequence of the course; and 3) the required materials you will need to complete the course.
I have been talking a lot to Michelle, a Speech Language Pathologist and she has been helping me a lot to understand more about Dyslexia. Michelle, can you share some myths with us about dyslexia?
A lot of people are familiar with dyslexia, but many people have a pre-conceived idea of what dyslexia is here are just a few myths about dyslexia.
Dyslexia is just letter reversals.
False
Most kids will reverse their letters, and it is not uncommon for children to confuse letters such as b and d. Most children who reverse their letters will outgrow it by the end of first grade, and it is considered atypical past the age of 8. Many kids (but not all!) kids with dyslexia do reverse letters, but this is not an indication of dyslexia or criteria used to diagnose dyslexia.
Dyslexia does not present itself until school.
False
Signs of dyslexia can show up at any point in early childhood and can be diagnosed as young as age 6. There are also screenings that can be done for children ages 4-6 that can indicate a child’s risk for having reading difficulty.
Dyslexia is a problem with vision.
False
A child with dyslexia is no more likely to have vision problems compared to other children. Problems with eyesight do not cause dyslexia. Dyslexia is caused by problems processing or manipulating language, not by seeing language.
Dyslexia is an intellectual issue.
FALSE!
Individuals are just as smart and intelligent as someone without dyslexia. In fact, in order to have a diagnosis of dyslexia, the language issues persist without another underlying factor – hearing problems, traumatic brain injury, poor instruction, etc.
Watch this short video for some more myths and facts about dyslexia.
Video must be watched entirely in order to progress through the course. Recommended videos at the end do not need to be viewed.
References:
Adlof, S. M., and Hogan, T. (2018) Understanding Dyslexia in the Context of Developmental Language Disorders. Language, speech & hearing services in schools 49.4: 762–773.
Hi, my name is Darrel. I am an after school teacher with Caudill Street Elementary School. I just had a parent enroll their child with our program, and at enrollment, they let me know she currently has an IEP and that her daughter has dyslexia. This is my first time working with a child who has dyslexia and the first time a parent has informed me that their child has an IEP. I am learning a lot of information, and throughout this training, I will be reaching out to other professionals to learn more about dyslexia, what it is, and working with children with dyslexia.
Hi! My name is Michelle, I am a Speech Language Pathologist who works with children who have dyslexia. Darrel reached out to me with some questions and I’ll be sharing that information with you throughout the training.
Training Objectives
Describe dyslexia and how it can impact children.
List at least 3 resources to support children with dyslexia.
List at least 3 resources to support families and teachers.
Workplace Objectives
By the end of the training, participants will be able to identify resources and supports for their classroom, themselves, and families to support children with dyslexia.
The authority to operate is bundled into three different categories:
Kentucky Revised Statutes (KRS)
Laws that spell out the foundation of program requirements.
Kentucky Administrative Regulations (KAR)
Legal operation of a program that defines how the KRS is carried out.
Standard Operating Procedures (SOPs)
Step by step instructions/interpretation of KRS and KAR. They act as guidelines for employee work process to achieve efficiency, quality, output, and uniformity of performance.
