You must complete all activities with a score of 80% or above in order to receive a completion certificate. If you score lower than 80%, you may re-take the quiz/assignment as many times as you need. Your highest score will be accepted.
EXCEPTIONS to the 80% requirement are:
The “Check In: What Do You Know About…?” activity at the beginning of each module. These activities are designed to help you focus on the types of information you already know versus the types of information you will be learning in the module.
The “Think Spot” activities must be completed, but the answers are specific to your experiences or to your work environment and, therefore, are not graded.
The course is designed to be completed in approximately six hours, allowing adequate time for comprehension and completion of activities.
Handouts and Links
When you see a symbol, click to download and print or save the referenced handout.
When you see a symbol, click to download or to read about current regulations.
If you have any questions or comments related to the content of the online orientation, contact ECOOL SUPPORT by e-mail at HDI Learning Contact or phone at (800) 956-8950 or (859) 257-4918. A Child Care Aware of Kentucky staff will respond within 48 hours during the business week (M-F).
Certificates of Completion
After you have successfully completed the three modules, you will be directed to respond to a series of questions that will give feedback on your experience. This information will be used to improve the process for other early care and education professionals who may access the course in the future.
Upon successful completion of the course, a Recognition of Course Completion will display within the course. In addition, your personal training record will be updated in ECE-TRIS within 10 days.
In order for ECOOL training credit to be assigned, complete the form below to submit your personal information for ECE-TRIS. ECE-TRIS is a centralized database that maintains training records for KY Early Care and Education professionals. Submitting accurate information ensures training credit will be assigned to your ECE-TRIS training record and fulfills Division of Regulated Child Care program policies. If you do not have the information at this time, please work with your Program Director or a Child Care Aware PD Coach to update the information in ECE-TRIS as soon as possible.
Throughout this course you will see the following icons. These indicate a link to a video, a handout, or an external website. These will also be listed in the resources section below the course content.
Video
Handout
Website
Videos will open in a new tab/window in your browser. After viewing, close to return to the course.
You will have a single opportunity to complete the Module 1 quiz, which contains five randomly selected true/false or multiple choice questions. Click the button below to begin.
Congratulations on completing this six-part series on implementing the Co-teaching model in your school or district. It is our hope you have found this information useful and ready to begin the process. Remember, the key to successful Co-teaching is intentionality.
Co-teaching is not something you and a partner do “on the fly”. Rather it initially takes a great deal of time as team members grow in the understanding of the model and of each other. Here is a review of the big rocks for each step in the implementation process:
Establishing a Partnership:
Communication is the key to developing an honest, open relationship.
Each team member is expected to contribute to the implementation.
Teachers need to periodically check the status of their partnership and modify as needed.
Parity is essential!
Selecting an Approach:
Both team members are responsible for implementing content and classroom management.
Teams should initially become proficient in 2-3 approaches.
Lesson content often dictates which approach will work best.
Students need to see both team members as instructional leaders!
Effective Planning:
Pre-planning by both members is the key to success.
Establishing the learning targets requires the input of both team members.
Assigning roles and responsibilities assures both team members are actively involved in instruction.
Instructional Strategies:
Using varied instructional practices and shared strategies will help students develop the necessary skills to assess their own learning.
Team members need to intentionally show students how to utilize strategies and provide feedback on their use.
Effort improves achievement!
Using a PDSA System:
Increases student engagement.
Overall student behavior improves.
Students take an active part in their own learning!
Turn a copy of the certificate in to your principal or Director of Special Education.
Your local special education cooperative has consultants on staff who are familiar with the Co-teaching process and can answer additional questions and/or provide modeling in your classroom. To access information on your special education cooperative, please click here:
Students should be honest about their interests, as employment is be what they will do for a majority of their time, for the majority of their life. Even if an interest may not seem like it matches up with a job, it’s an important starting point that can lead to exploration possibilities as described below.
1) Interview Students to Determine Interests/Past Experiences
Too often we try to persuade students to follow a certain path because of what we observe in their skill set. However, it is important to talk to students before searching for employment to see what they have enjoyed doing in the past. The more we understand about a student’s positive experiences, the more likely we will be able to determine the likelihood of success in the future. This process is different than a formal assessment or evaluation. This should simply be a conversation in a question and answer format that allows the student to express their likes and dislikes and what has worked before.
For instance, if they talk a lot about going to movies and how much they enjoy it, maybe we start thinking about a job in that industry. It could be as simple as an usher or ticket taker at a theater, all the way up to a myriad of jobs at a local television station. However, if we do not give the student an opportunity to speak about things they have enjoyed in the past, we cannot determine what could be a motivating factor for success in employment. Another advantage to this type of conversation is that it could be a student’s first opportunity to be interviewed and to start an understanding of how important these types of conversations are when speaking to an employer.
2) Complete Job Interest Surveys/Assessment
There is an endless amount of assessment tools available to help determine job interest. From the more well-known, like the Myers-Briggs personality assessment, to the thousands of career interest surveys that can be found online, there are many ways to determine what could be a successful employment path for a student with a disability. Here are a few links to some popular free assessments and an example of a career interest survey:
These tools should be used in conjunction with the type of interview we discussed in earlier.
While still in high school, students should receive a comprehensive assessment to determine vocational interests, capacities, and abilities. This type of assessment is called a vocational evaluation. The best way to obtain a vocational evaluation is to establish a relationship with the Office of Vocational Rehabilitation (OVR) as early as possible in a student’s academic career. An OVR counselor can provide the evaluation for eligible students. All services that are planned for and provided are individualized, determined jointly by the counselor and the student, and directly related to a specific vocational goal. You will get a more in-depth look at OVR in one of the next sections.
4) Attend Job Fairs With Students
Another good way to understand possible career paths for students is by having them engage with employers at job fairs. These events take place often in almost every region of the state. By going with the student and observing his/her behavior, you gain knowledge as to interests, as well as potential gaps a student has in his/her skill set. ✔️ Can the student effectively carry on a conversation with an adult? ✔️ Can they express their skills and strengths? ✔️ Do they know how to use language to express their ability to communicate? ✔️ Can they look professional?
Students in this environment not only get exposure to the job market but, they also get exposure to the different types of personalities they may encounter on a job site. This is a good way to understand if they need more work on developing skills to interact with co-workers.
Communication skills are essential, whether students communicative primarily verbally, or through an augmentative communication system.
Following and giving directions accurately: an example of this skill is if you are working at Walmart and a manager asks that you go to aisle 4 in kid’s clothing section and re-fold and stack the tee shirts. You must be able to locate aisle 4 and the tee shirts, and proceed to fold and restack the tee shirts correctly and in an organized fashion. An example of giving directions would include the ability to inform a customer on how to find the fitting room within the store.
communicating information means that you have the ability to relay information to others including managers and co-workers and can do so in a way that is clear and understandable.
Understanding and processing information: an example of this skill would be, while you are working at Wendy’s drive through window, a customer tells you an order and asks that the tomato be removed from a grilled chicken sandwich. You type in the order and add NO tomato.
Understanding and acting on non-verbal communication: an example of this skill set would be recognizing when a co-worker becomes too busy and you see that this co-worker is becoming overwhelmed, you can help by pitching in and offering assistance.
requesting or offering assistance means that you have the ability to see and perceive when you or someone else needs help.
demonstrating communication etiquette means that you understand when and what jokes are okay to tell in the workplace and what should not be said that could be offensive to others. You show respect to others including managers, co-workers and customers, and that you control your facial and other non-verbal expressions.
The HDI Learning Center is here to meet learners’ needs. With topics from early childhood and employment, to healthcare and communication, we provide high quality, accessible content for professionals across a variety of disciplines. We have over 100 courses available and many are free. The HDI Learning Center knows your time is valuable, and we are here to help you have a good online learning experience.
If you have been purchasing course vouchers please watch this brief video on Group Management. This new feature replaces vouchers and gives you tools for purchasing and monitoring coursework for staff. Look for the link to Purchase Courses for a Group. If you are registering for a training to complete yourself, use the Course Category drop down. This will allow you to filter the courses to find the exact course you need.
Need help? Look for the Contact Us link in the footer of every page. Answer a few questions and the appropriate HDI staff will get back to you.
Interested in buying multiple courses for a group of learners?
Training module for advocacy organizations about supporting Black and Hispanic new and expectant parents of children with disabilities
This course is designed to share recommendations and strategies for medical providers to better support Black and Hispanic new and expectant parents by sharing the research findings they care the most about.
Training module for medical providers about supporting Black and Hispanic new and expectant parents of children with disabilities
This course is designed to share recommendations and strategies for advocacy organizations to better support Black and Hispanic new and expectant parents by sharing the research findings they care the most about.
This training introduces concepts of developmentally appropriate practices supported by the School Age Care Environment Rating Scale - Updated (SACERS-U). It is intended for school age program administrators and school age teachers that are interested in learning more about utilizing developmentally appropriate practices in the school age setting. This training will help you understand the basics about how the SACERS-U is used in Kentucky, obtain resources that support quality practices in the school age classroom, and gain knowledge of developmentally appropriate concepts that support a high-quality environment.
Completion of ECE 108: Advancing Equity in Early Childhood – Awareness and Respect is required to take this training. Participants will learn the importance of incorporating non-biased materials and activities that reflect children’s lives and expand their understanding of diversity.
This 17-hour course is designed to assist trainers in demonstrating competence in the implementation of principles, tips & techniques for training the adult learner. This course has three modules that are completed online and two virtual training days on July 9 &12. If you are enrolling in this course as a requirement for the Early Care and Education Trainers Credential, it is highly recommended to reach out to your Training Coach prior to registering. Your Training Coach can share detailed information about the application process and the required educational and work experience for the different credentials. To locate your Training Coach go to: https://www.childcareawareky.org/about-child-care-aware/coaches/
This course is part 2 of general Council member training. This course offers a basic overview of the DD Council program including DD Council duties & responsibilities, DD Council member conduct, and budget responsibilities. A certificate is awarded upon completion. Estimated time: 30 minutes.
This course is part 1 of 2 of a general overview of the DD Council program. Topics in this course include federal partners, membership, leadership, and the DD Act. A certificate is awarded upon completion. Estimated time: 30 minutes
This course provides an overview of addressing conflict of interest for DD Council members and staff. This course describes how to address and evaluate conflict of interest, appearance of conflict of Interest, assurances & the public view, and dual roles. A certificate of completion is available for this course.
Peer relationships in school can enhance students’ communication, academic engagement, and learning within and beyond the classroom. Students with complex communication challenges may need extra support to develop peer bonds. Join language arts teacher Marcus and special ed co-teacher Sonja, as they discuss how to implement peer-mediated strategies for non- or minimally speaking students.
This training continues our journey in advancing equity in early childhood and focuses on the topic of culturally responsive interactions for children. This training builds on what you have learned in Advancing Equity in Early Childhood – Awareness and Respect. In this training, you will continue to reflect on your own attitudes, beliefs, and biases as you learn strategies to provide positive interactions that support children’s development and welcome each child’s unique background. Trainees will learn the importance of building each child's identity and belonging, strategies for positive and emotionally supportive interactions, and how to prevent and respond to negative interactions such as stereotypical or biased thinking. Trainees will continue to self-reflect to consider their background, culture, knowledge, and biases and implement an improvement goal relating to interactions. This training is geared towards infant, toddler, preschool, or school-age staff.
An application activity will be required for the completion of the training and will focus on creating a goal to support children through culturally responsive interactions.
Before taking this training, completion of Advancing Equity in Early Childhood – Awareness and Respect is required.
This learning module provides an overview of deep canvassing techniques that can be used to have productive conversations regarding vaccine hesitancy. This is a free course that offers a certificate of completion.
This training introduces concepts of developmentally appropriate practices supported by the Early Childhood Environment Rating Scale 3rd Edition (ECERS-3). It is intended for early childhood administrators and preschool teachers interested in learning more about utilizing developmentally appropriate practices in the preschool setting. This training will help you understand the basics of how the ECERS-3 is used in Kentucky, obtain resources that support quality practices in the preschool classroom, and gain knowledge of developmentally appropriate concepts that support a high-quality environment.
Since 2016, Innovative Supports (ISAW) for Autistic Workers has offered training on autism to employers across Kentucky and beyond. Autism Informed Employers allows anyone to access ISAW training at their convenience. Learn to effectively interview, supervise, and retain autistic employees. We will show you ways to bridge communication gaps; understand sensory needs to create a more accessible workplace; provide simple and inexpensive accommodations; and identify highly qualified candidates you might have overlooked in the past. Your business will benefit through lower turnover, increased productivity, and the addition of unique perspectives and talents to help your team excel.
Provider CCAP Billing Basics (July 2022) is designed to give child care providers an introduction to the Child Care Assistance Program (CCAP) and the CCAP billing process. All Licensed, Certified and Registered providers participating in CCAP will need to complete this training and provide documentation of completion to the CCAP Billing Section once during each year of operation and upon change of the staff member submitting billing information. Providers need to retain a copy of the documentation of completion for their files.
CCAP provides payment assistance on a sliding income scale for eligible families, allowing them to gain employment and remain employed.
You will receive 1 clock hour of credit in ECE-TRIS upon the completion of this course.
Trauma is an emotional response to an event. We all experience trauma at some point; however, some individuals bounce back from trauma better than others. All children can learn tools to increase their resiliency to support them in times of crisis. Throughout this training, participants will learn more about trauma, the symptoms of trauma and the impact of trauma on child growth and development, as well as how to build resiliency in children to limit the impacts of trauma.
This course is required for the Infant and Toddler Credential and School Age Youth Development Credential.
This course is a follow-up to ECE 125 Introduction to the Kentucky Strengthening Families Initiative. You must complete that course before beginning this one. This course will focus on implementing the Protective Factor of Social Connections within any setting that serves young children and their families. Families who have positive social connections seek timely assistance from people they have learned to “count on” and are empowered to give back through satisfying, mutually beneficial relationships. Supportive social connections help buffer families from stressors and support nurturing parenting skills that promote secure attachments in young children.
According to NAEYC, above all else, we shall not participate in practices that are disrespectful, degrading, or emotionally damaging to children. A foundational awareness of our own potential for bias is key to ensuring that teachers show respect to children and to themselves.
This introductory training will provide participants with the knowledge to begin working to advance equity in their Early Childhood Education settings. Trainees will learn the definitions of key terms, how equitable learning supports young children’s identity development, and the impacts of implicit bias in early childhood. Trainees will engage in self-reflection to consider their own background, culture, knowledge and biases and to return with goals for future growth. This training is geared towards infant, toddler, preschool, or school-age staff.
Training Description: In this self-paced course, participants will learn about the importance of Professional Development for early childhood educators. They will be introduced to the Kentucky Career Lattice, and the Kentucky Professional Standards and Competencies for Early Childhood Educators. Participants will learn about SMART goals, characteristics of high-quality professional development, and create their own Annual Professional Development Plan.
The Adaptive Martial Arts Association partnered with the Human Development Institute at the University of Kentucky to develop this three module Disability 101 training to provide a base line for martial arts instructors to support people with disabilities. The training was developed with the lived experience from the adaptive martial arts community, a comprehensive literature review on the benefits of martial arts on people with disabilities, and utilizing existing disability and health training for communities. The three modules include disability 101, universal design, and planning for the successful implementation of an adaptive martial arts program. The training was developed as an asynchronous format available for on demand viewing for martial arts programs around the country.
Kids love to experiment and explore the world around them. Using scientific concepts related to energy, moment of inertia, and air flow, this training will teach school age teachers how to implement several activities into lesson plans. Each activity will encourage children to use the scientific method to make predictions and observe outcomes about how to things go.
This training will help you gain skills in understanding the importance of authentic assessment and how you can use the information you gather in a variety of ways. This training does not focus on a specific assessment tool but gives you a solid background in assessment so that you can use the tools you already have or choose a tool in the future.
When you return to the workplace you will be able to explore the assessment tool that is used in your workplace, practice strategies learned to gather more information about children, and apply assessment in lesson planning.
Satisfactory completion of an application activity will be required before receiving completion credit.
This course provides information for DD Council members and staff who advocate for people with developmental disabilities and their families. Topics include the DD Councils' role as an advocate, advocacy activities, strategies to educate policymakers, citizen participation, and advocating a position. This course includes a final quiz with a certificate upon completion.
The information in this course is for members, staff, and others supporting a Council on Developmental Disabilities with financial responsibilities. Topics in this course include cost principles, allowability of costs, compliance regulations, Council budget requirements, and expense allocations. This course provides a certificate upon successful completion of all course activities.
The information in this course provides an overview of the federal match requirements for DD Councils. Topics include general guidelines, calculating federal match amounts, documentation, and reporting requirements (SF-425).
This course provides Council members, staff, and other participants with basic information about the financial requirements for the DD Council. Topics include funding sources, the Formula Grant, Notice of Award (NOA), the Office of Grants Management (OGM), funding statutes, regulations, and federal financial reports. Includes a certificate of completion.
How directors communicate with current and potential employees, families, and children is vital to promoting and inclusive environment. How we communicate can either exclude or include individuals. Inclusive communication includes both verbal and written communication. During this training you will learn more about what inclusive communication is, strategies to support inclusive communication in meetings, documents, and when working with teachers and families. Participants will create a goal of how they will implement inclusive communication in their program.
Description:
This training will help you gain skills in understanding the importance of authentic assessment and how you can use the information you gather in a variety of ways. This training does not focus on a specific assessment tool but gives you a solid background in assessment so that you can use the tools you already have or choose a tool in the future.
When you return to the workplace you will be able to collect relevant developmental information about a child to communicate with the family and others, use collected information to plan for the child’s progress, and plan periodic assessments and monitor ongoing progress.
Satisfactory completion of an application activity will be required before receiving completion credit.
Join Neave in this 1- hour call to action. No student should leave school without communication. Neave explains why communication is important, and what options are available to students.
Join Leo as you discuss what AAC is, and how to best support transitioning youth who need additional communication supports. 1 hour of content, includes reflection and quiz questions. This course is designed for audiences who work with or support teen-age youth and adults who use Augmentative Alternative Communication (AAC)or should use AAC. It is never to early or too late to introduce AAC to persons who are non-speaking and need alternatives.
Course Description:
Signing can be a vital means of communication for individuals with impairments or communication issues as an adult. Simplified Signs is not the same as American Sign Language, it is a system of manual sign communication for populations who have had limited success mastering spoken or full sign language. Throughout this course, we will review the reasons individuals could benefit from simplified signs, ways to implement simplified signs, and the opportunity to practice using simplified signs.
Please note there are several reflection points throughout the course including a final reflection scenario that will be reviewed by the course facilitator. This assignment must be reviewed and completed satisfactorily prior to the course being complete and accessing a certificate of completion.
Thanks to a generous donation from the family of John Bonvillian, this course is free for a limited time.
Como proveedor de Educación Temprana, juegas un papel critico en la salud y bienestar de los niños. Además, estás en el lugar indicado para identificar si algún niño necesita ayuda especifica en su proceso de desarrollo. Este curso en línea, Watch Me! Celebrating Milestones and Sharing Concerns, te ayudará a cumplir tu rol, brindándote las herramientas y prácticas necesarias para monitorear el desarrollo de los niños que cuidas, e informar apropiadamente a sus padres.
This course is for early care and education professionals working with children and families up to 5 years of age. The aim is to promote the vision that every child is constantly learning and can explore their interests at their own pace if given the proper support, including children with disabilities. Ultimately, this exploration of interests can evolve into hobbies or activities that eventually become potential career paths. This course will also assist in deepening your understanding of your role in creating a respectful, supportive, and collaborative partnership with families in your program. This training meets the KY ALL STARS standard for family engagement: staff complete professional learning activities to strengthen family engagement.
"This course is for individuals interested in participating in the COVID-19 Vaccine Information and Dissemination SuperHub project as a Local Trusted Champion. The course provides an overview of the project, roles & responsibilities, resources, and other helpful information. Certificate awarded upon completion."
This course is a follow-up to ECE 125 Introduction to the Kentucky Strengthening Families Initiative. You must complete that course before beginning this one.
This course will allow you to focus on implementing the Protective Factor of Parental Resilience within your classroom or childcare center.
Families who are resilient bounce back and can provide more nurturing care which in turn promotes secure emotional attachment and healthy development in their children.
This course will involve personal reflection, gathering feedback, intentional family interactions and will provide resources.
This course introduces the basics of systems change for DD Council staff and members. The course provides a brief overview with examples and case studies and includes a final quiz with a certificate of completion.
Motivational interviewing, or MI, is a communication style proven to be effective in helping people adopt successful health behavior changes, including getting vaccinated. Supporting friends, family, and community members to get the COVID-19 vaccine can be difficult and can sometimes cause conflict This six-lesson course will introduce the foundations of MI, provide examples of how you can use MI to support people to get the COVID-19 vaccine and offer additional resources for future learning.
As an early care and education provider, you play a critical role in the health and wellbeing of children. You are also very well positioned to help identify children who might need extra help in their development. This online training course, Watch Me! Celebrating Milestones and Sharing Concerns, will help you fulfill this role by providing tools and best practices for monitoring the development of children in your care and talking about it with their parents. The Kentucky version of this training adds a section on Kentucky resources, and upon course completion, you will be issued 1 early care and education clock hour in ECE-TRIS.
Learning Objective:
The learner will get a better understanding of financial literacy, how cash flows through their organization and the importance of maintaining an operating surplus.
Course Significance:
Every senior center director or senior nutrition program manager has felt the pressure of not having enough money to do what they think needs to be done. They often feel helpless, or powerless, not knowing how to make things better. That helpless feeling is almost always a result of not knowing what to do or how to make things better. This series of courses will help address that feeling of helplessness. It is designed to give you additional knowledge about your organization’s finances, new skills to help you manage those finances, and change your perspectives and attitudes about finances. With improved knowledge, skills and attitudes, we can change our behaviors and those of the people we work with in order to make sound financial decisions for our organizations.
Watch this introduction to HR content before tackling the HR courses. It will help give you a quick background on HR and why these courses are so critical to your work.
Learning Objective:
The learner will get a better understanding of the preparation and planning that goes into employee performance management.
Course Significance:
Coaching your employees, including proper discussions about their performance can lead to great individual success and advancement. This type of coaching throughout an organization translates to team success. The unfortunate flip side is that a lack of coaching or poor coaching can lead that same individual down a path that leads to their termination.
Learning Objective:
The learner will be getting a better understanding of basic employment law. Some of the areas that will be discussed are: ADA compliance, unemployment, and hourly versus full-time employees.
Course Significance:
Laws like the Federal Labor Standards Act (FLSA), the Family Medical Leave Act (FMLA), and the Americans with Disabilities Act (ADA) impact every company in this country, including your organization. This course will help you with a basic understanding of these regulations and how they may impact your organization. This course not only helps you learn what you need to know, it will help you to identify where and when you need to ask more questions of a legal professional.
Learning Objective:
The learner will be getting a better understanding of the entire screening and hiring process from identifying a need through new hire orientation.
Course Significance:
Filling needs within your organization is not simple. From defining the role you are trying to fill, identifying candidates, interviewing potential hires, to new hire orientation, screening and hiring can be a long and difficult process. This course will give you best practices for navigating this entire process including how to stay ADA compliant and do reference and background checks. Successfully mastering this course can help you attract and hire great new team members.
Learning Objective:
The learner will be getting a better understanding of employee handbooks and their importance
Course Significance:
It is critical that employers, managers and employees are on the same page. An important HR tool that helps to make this a reality is the employee handbook. In this course, you will learn about personnel policies, employee benefits, working conditions, work rules, and why having everything spelled out in an employee handbook is good for everyone.
This training will introduce participants to the Kentucky Strengthening Families (KYSF) Initiative and share ways to apply components of this approach to any setting that serves young children and their families. Participants will learn the importance of the Kentucky Strengthening Families Initiative, including the six (6) Guiding Premises, the six (6) Protective Factors, how to change their perspective when working with families, and identify Protective Factors that they would like to strengthen within their organization and their work with families.
Learning Objective:
The learner will get a better understanding of the importance of the Older Americans Act and how it relates to their work.
Course Significance:
Every senior center director or senior nutrition program manager and staff are probably familiar with the Older Americans Act in some way. It governs the management of Title III congregate nutrition programs and authorizes at least part of the funding for their operations. Those same individuals may not be familiar with the Act’s history - which is important for understanding its purpose and focus - as well as some of the recent changes in the law. There have been many modifications over the years since the Older Americans Act was first signed into law, and understanding what has changed and what remains the same should help guide senior center and senior nutrition program management in their daily work. This course is designed to give a brief history of the law and to highlight those specific issues to which the law directs congregate nutrition programs to give particular attention.
Learning Objective:
The learner will get a better understanding of the significance of how important the three components of food safety are in congregate nutrition programs. Proper food safety measures in storage, preparation and serving will be addressed in this course.
Course Significance:
Food safety is important for everyone. It is especially important for those working in congregate nutrition programs because the clients are seniors. It is a fact that older adults are at a higher risk for hospitalization and death fro food borne illness. This increased risk of food borne illness is because organs and body systems go through changes as people age. For example: the gastrointestinal tract holds onto food for a longer period of time, allowing bacteria to grow. The liver and kidneys may not properly rid the body of foreign bacteria and toxins. The stomach may not produce enough acid. The acidity helps to reduce the number of bacteria in our intestinal tract. And, underlying chronic conditions, such as diabetes and cancer, may also increase a persons risk of food borne illness.
Enhancing Public Library Storytimes to Promote School Readiness: Considerations for Selecting Books
This two-hour course is designed to provide information that will help storytime providers select books aligned with the five domains of early learning as well as books that promote equity, diversity, and inclusion. The module presents strategies that can be readily applied when planning public library storytime programs for young children.
This course is the second in a series of two learning modules focused on public library storytime programs. You need not complete the first course, LIB 104: Adult-Child Interactions in Storytime, to participate in this course, but if you have not already done so, we invite you to participate in that 90-minute course as well.
Describes the job development process, centered on the student; but also partnering with parents and employers. This course uses proven tools to help students with disabilities find good job matches. 2 hours, EILA and CRC approved
There are four lessons designed to engage job seekers or employees with disabilities, family members and professionals in understanding the truth about working and what Social Security says the impact will be on Supplemental Security Income (SSI) or Social Security Disability Insurance (SSDI).
Early Childhood Education providers will not receive credit for this course.
This is the third in a series of 3 modules on Sign Language especially designed for Early Childhood Educators, Children’s Librarians and Families of Young Children. This course includes videos, practice time, reflection questions, a Facebook Community, as well as resources and printables that will assist you in including sign language elements in your family or program.
This is the second in a series of 3 modules on Sign Language especially designed for Early Childhood Educators, Children’s Librarians and Families of Young Children. This course includes videos, practice time, reflection questions, a Facebook Community, as well as resources and printables that will assist you in including sign language elements in your family or program.
Welcome! This is the first in a series of 3 modules on Sign Language especially designed for Early Childhood Educators, Children’s Librarians and Families of Young Children. This course includes videos, practice time, reflection questions, a Facebook Community, as well as resources and printables that will assist you in including sign language elements in your family or program.
Learning Objective:
The learner will get a better understanding of the importance of the Older Americans Act and how it relates to their work.
Course Significance:
Every senior center director or senior nutrition program manager and staff are probably familiar with the Older Americans Act in some way. It governs the management of Title III congregate nutrition programs and authorizes at least part of the funding for their operations. Those same individuals may not be familiar with the Act’s history - which is important for understanding its purpose and focus - as well as some of the recent changes in the law. There have been many modifications over the years since the Older Americans Act was first signed into law, and understanding what has changed and what remains the same should help guide senior center and senior nutrition program management in their daily work. This course is designed to give a brief history of the law and to highlight those specific issues to which the law directs congregate nutrition programs to give particular attention.
Supporting students with complex communication needs is an important part of creating inclusive classrooms. Five strategies are described for using augmentative and alternative communication (AAC) in schools.
Learning Objective:
The learner will get a better understanding of the fundamentals of communicating the importance of the issue of raising community awareness of the role that the senior center and congregate nutrition program plays in providing nutrition and socialization for for seniors in their community.
Course Significance :
The role of the senior center and its nutrition program is vital in maintaining a relevant organization in the community. But if large segments of the community, namely seniors themselves, do not even know that the senior center is there for them, then the center becomes irrelevant. This course will teach the basic fundamentals of raising public awareness, public relations, marketing and getting the message out in the community about the center and its many offerings.
Learning Objective:
The learner will get a better understanding of the importance of the critical role that preventing food waste and wasted food plays in the operations of senior centers.
Course Significance:
Having a minimal amount of food waste should be a part of your meal service operations planning and is critical component of running a congregate nutrition program. Food waste is important because it directly impacts the bottom line — your ability to serve more seniors in need. Food waste also directly impacts your clients; health. It also impacts the environment. By understanding why and how food waste occurs and committing to talking steps taught in this course, you can virtually eliminate food waste in your congregate nutrition program. Eliminating food waste in your senior center and congregate nutrition program has to become routine, standard operating procedure.
Learning Objective:
The learner will get a better understanding of the fundamentals of raising funds for their senior center and congregate nutrition program in order to expand programming and serve more seniors.
Course Significance:
Fundraising should be considered a major component of the mission of your center and nutrition program. There are not many nonprofit organizations that have the luxury of not having to raise outside funds in order to remain solvent. The economic climate of today and into the future will necessitate that all nonprofits (and that even includes senior centers and congregate nutrition programs) must view fundraising as an opportunity to engage their local community and its citizens as partners in the great work they do. Fundraising brings together an entire community and ignites the passions of those who would otherwise take the services that you are offering for granted.
Learning Objective:
The learner will get a better understanding of the significance of how important the three components of food safety are in congregate nutrition programs. Proper food safety measures in storage, preparation and serving will be addressed in this course.
Course Significance:
Food safety is important for everyone. It is especially important for those working in congregate nutrition programs because the clients are seniors. It is a fact that older adults are at a higher risk for hospitalization and death fro food borne illness. This increased risk of food borne illness is because organs and body systems go through changes as people age. For example: the gastrointestinal tract holds onto food for a longer period of time, allowing bacteria to grow. The liver and kidneys may not properly rid the body of foreign bacteria and toxins. The stomach may not produce enough acid. The acidity helps to reduce the number of bacteria in our intestinal tract. And, underlying chronic conditions, such as diabetes and cancer, may also increase a persons risk of food borne illness.
This course is designed to increase your knowledge about whole community emergency planning, including COVID-19 planning, as well as provide you the basic information needed to connect with your own local emergency planners, public health professionals, and community. You can submit the certificate of completion to your CEU board. The Prepared4ALL course series and the HDI Learning Center have not renewed CEU options after 2021.
Enhancing Public Library Storytimes to Promote School Readiness: Adult-Child Interactions that Support Child Learning addresses the importance of adult-child interactions and the value of planning library storytimes with adult-child interactions in mind. Using a learning sciences framework, the module presents strategies that can be readily integrated into storytime to enhance child outcomes. The module was developed with funds from a three year research project funded by the Institute of Museum and Library Services (Grant Number: LG-96-17-0199-17).
Target audience: Those from urban, suburban, and rural public libraries, schools, and/or other environments who plan and lead storytimes with groups of young children and/or who work with families with young children.
This two-hour course is designed to enhance professionals’ (teachers, VR counselors, employment specialists) skills in building partnerships with families around a vision of competitive, integrated employment for their student. The course describes a model for creating that partnership; addresses key concerns and frustrations that families may experience around employment for their student, including the potential impact of working upon SSI benefits; describes strategies for families to help their student build employment skills; and enables professionals to apply family engagement strategies to their own work. State and national resources are also shared in this course.
Communication should be the FIRST consideration in determining specially designed instruction for students. The Listen UP series of modules was created to equip school teams and families with the skills needed to increase a student’s communicative abilities through assessment, intervention and AAC options.
Target Audience: Early Care and Education Professionals. ECE 107 is the fourth in a series dedicated to challenges, impacts, and prevention of suspension and expulsion in child care settings. 107 will build on the content from ECE 101, 102, and 103. This 2-hour course focuses on practical application of prevention strategies which will help increase the threshold for decision-making regarding the necessity of external transitions for children, with the intention of reducing and/or eliminating suspension and expulsion in child care settings.
1 hour online course. Family Interaction Training (FIT) Training is a set of three modules (ECE 104, 105, & 106) based on an evidence-based Centers for Disease Control (CDC) course. These courses provide information to help early care and education providers learn Key Concepts and Strategies of FIT. The modules and videos provide an overview of how to work with families on each of the strategies and how to apply these principles to your own early care and education setting. The goal of FIT is to share the evidence-based practice that promotes positive behaviors in young children.
1 hour online course. Family Interaction Training (FIT) Training is a set of three modules (ECE 104, 105, & 106) based on an evidence-based Centers for Disease Control (CDC) course. These courses provide information to help early care and education providers learn Key Concepts and Strategies of FIT. The modules and videos provide an overview of how to work with families on each of the strategies and how to apply these principles to your own early care and education setting. The goal of FIT is to share the evidence-based practice that promotes positive behaviors in young children.
1 hour online course. Family Interaction Training (FIT) Training is a set of three modules (ECE 104, 105, & 106) based on an evidence-based Centers for Disease Control (CDC) course. These courses provide information to help early care and education providers learn Key Concepts and Strategies of FIT. The modules and videos provide an overview of how to work with families on each of the strategies and how to apply these principles to your own early care and education setting. The goal of FIT is to share the evidence-based practice that promotes positive behaviors in young children.
The overarching purpose is to give genetic counselors tools to assess the administration of genetic screening and testing in the context of the disability rights movement, to recognize what constitutes balanced information, and to promote culturally competent practice as well as client-centered, informed, non- coercive and value-based decision-making.
This course gives an overview of various technologies for working remotely. We will review available programs, and what we can do to ensure the technology is accessible to all.
This training for employers provides information and resources to identify and support employees with substance use disorders (SUD). Participants will learn ways to create an environment that minimizes the impact of SUD on the workplace, while reducing stigma and barriers to successful treatment for employees.
⚕️ Target Audience: Medical Professionals and Medical Students. This course employs an interactive resource to educate clinicians on how to give a postnatal diagnosis of Down syndrome, using two simulated sessions with a patient and her husband.
⚕️ Target Audience: Medical Professionals. This course employs Brighter Tomorrows, an interactive resource to educate clinicians on how to give a prenatal diagnosis of Down syndrome, using two simulated sessions with a high-risk patient and her husband.
This course will give educators 1) an overview of what co-teaching is 2) how to establish a partnership 3) approaches 4) effective planning 5) instructional strategies and finally 6) using PDSA.
⚕️ Target Audience: Volunteers and staff at local advocacy organizations who want to undergo training to become Prenatal Outreach Representatives.
This course is designed to train Prenatal Outreach Representatives about how to build ongoing and professional relationships with local medical providers as part of a medical outreach program at a local advocacy organization.
Hours: 2.5
⚕️ Target Audience: advocacy organization leaders and medical outreach supervisors
This course is designed to train medical outreach supervisors/staff at advocacy organizations about how to build solid, professional prenatal medical outreach programs.
Hours: 2.5
The Supported Employment Core Training Series is required for all who provide direct service of supported employment in Kentucky. It is open to anyone interested in learning more about supported employment. This Series consists of 2 Sessions:
Session 1: Overview of Supported Employment Services in Kentucky; online course and three (3) days held live via Zoom.
Session 2: Impact of Wages on Benefits; online course and a half day held live via Zoom.
You will select dates to attend the live via Zoom days and attendance is required for the full day.
Target Audience: Early Care and Education. This 2-hour course will introduce you to the general characteristics of children with a visual impairment, and describe how you can include children with a visual impairment in your early care and education setting.
⚕️ Target Audience: Medical and genetics professionals and students
This course is for medical and genetics professionals and students to better understand the outcomes for people with Down syndrome and other genetic conditions as impacted by improved access to supports and services over the past 50 years.
Hours: 1.5
This 1.5-hour course is for early intervention providers only. Participants will learn about the role of KY’s Early Childhood Standards for children aged birth to three years, in relation to your assessments, measurement of child progress, and federal funding for early intervention.
This course reviews preparation for a student as they prepare to transition from high school into employment. In addition, how support organizations fit into the broader picture of transition, and how Kentucky has used opportunities like the Workforce Innovations Opportunities Act (WIOA) to broaden our supports to youth with disabilities.
This course shows the parents of children with significant disabilities how to start preparing for meaningful employment throughout the school years. We outline what competitive employment means, how to create a vision statement for the future, how to explore and develop works skills and talents, how to address concerns, and what resources you can use to help your child achieve his or her dreams.
Target Audience: Early Care and Education. Third in a three-part course series. This one hour course explains how child care providers can take steps to prevent challenging behavior from happening in the first place. These steps can lead to a reduction in external transitions. This third and final module of the series uses examples and ideas to explain how to work with children showing challenging behavior.
Target Audience: Early Care and Education. This three hour course examines the impact of external transition. Children in early child care settings experience transitions for various reasons. Research suggests that external, center-to-other-setting transitions can have negative impacts on young children, families, and child care centers.
Target Audience: Early Care and Education. Second in a three-part course series. This one hour course examines how moving from one child care setting to another has an impact on child care programs. Children in early child care settings experience transitions for various reasons. Research suggests that external, center-to-other-setting transitions can have negative impacts on young children, families, and child care centers.
?? Target Audience: Early Care and Education Professionals ? One Hour Course ? Universal Design Strategies
First in a three-part course series. This one hour course examines how moving from one child care setting to another has an impact on both children and families. Children in early child care settings experience transitions for various reasons. Research suggests that external, center-to-other-setting transitions can have negative impacts on young children, families, and child care centers.
The Preservice Health Training (PHT) modules were designed to educate student and practicing primary care providers about working with individuals having developmental disabilities. As you work through each case, you make decisions about how to conduct the examination, as well as answer specific questions related to developing a treatment plan.
In designing the individual case modules included in this program, our goal has been to teach several core objectives regarding treating persons with developmental disabilities in a health care environment. While in many ways these are similar to the objectives that are taught student dentists for the treatment of any patient, we believe that they bear specific relevance to the needs of persons with disabilities.
The Preservice Health Training (PHT) Modules were designed to improve students' and practicing clinicians' comfort level and knowledge for working with patients who have developmental disabilities. The modules were produced in response to the continuing disparity in access to quality healthcare experienced by this patient population.
The Preservice Health Training (PHT) Modules were designed to improve students' and practicing clinicians' comfort level and knowledge for working with patients who have developmental disabilities. The modules were produced in response to the continuing disparity in access to quality healthcare experienced by this patient population. In this case the patient, Julia, is being seen for a well-child visit. The actor playing Julia is an individual with Down syndrome.
The Preservice Health Training (PHT) Modules were designed to improve students' and practicing clinicians' comfort level and knowledge for working with patients who have developmental disabilities. The modules were produced in response to the continuing disparity in access to quality healthcare experienced by this patient population. The patient is played by a child who was born prematurely, and the mother is played by her real mom.
The Preservice Health Training (PHT) Modules were designed to improve students' and practicing clinicians' comfort level and knowledge for working with patients who have developmental disabilities. The modules were produced in response to the continuing disparity in access to quality healthcare experienced by this patient population. In this case the patient, Julia, is being seen for a well-child visit. The actor playing Julia is an individual with Down syndrome.
The Introductory Preservice Health Training modules are designed to provide an overview of treating individuals with developmental disabilities. The Bryan Case features an individual with cerebral palsy (CP) whose presenting issues are confounded with communication difficulties and conditions that frequently co-occur in patients with CP. Related medical issues are briefly described to alert the medical provider to possible needs for additional information. The tutorials use multi-media, virtual patient instruction.
The Introductory Preservice Health Training modules are designed to provide an overview of treating individuals with developmental disabilities. The Jay case presents a child with autism. In this case, communication challenges are paramount. Behaviors that co-occur for some children with autism are both modeled and described. The tutorials use multi-media, virtual patient instruction.
In designing the individual case modules included in this program, our goal has been to teach several core objectives regarding treating persons with developmental disabilities in a health care environment. While in many ways these are similar to the objectives that are taught student dentists for the treatment of any patient, we believe that they bear specific relevance to the needs of persons with disabilities.
FET 310 will be open for registration until May 17th. After that it will be taken down and will no longer be available. Current learners enrolled in the course have until May 31st to complete and receive credit. Questions about this? Reach out to your Training Coach.
Important Predictors for Post-School Success (Revised in 2021) describes five of the strongest, evidence-based correlates of post-school competitive employment for youth with intellectual and developmental disabilities. The second part of the module discusses three additional variables related to successful transitions for students with significant disabilities and highlights the resources available to educators and other professionals in Kentucky in putting these predictor variables into practice.
This course provides an overview of the current status of employment outcomes for youths with intellectual and developmental disabilities in KY, the key steps in the transition process itself, the legal requirements and the roles of each agency, types of employment available (competitive, supported, and customized), and the development of measurable post-secondary goals for transition-age youth.
Target Audience: Early Care and Education. This one hour training module is intended to help professionals engage children in meaningful play experiences. This course will offer evidence-based information and short vignettes to demonstrate intentional teaching strategies when engaging young children in play.
Target Audience: Early Care and Education. This 5-hour online course introduces providers to the administration and scoring of the HELP®, a curriculum-based assessment approved for use for KEIS providers and published by VORT Corporation.
These modules will give you an introduction to child development and ask you to consider how you can incorporate this information in to your work with young children and their families.
This 6-hour online course fulfills the mandatory orientation requirement for early care and education professionals in Kentucky. Successful completion of this course satisfies the Division of Child Care’s (DCC) new regulatory requirement for each center to ensure that every staff member has received training on first aid and cardiopulmonary resuscitation (CPR).
Target Audience: Early Care and Education. This 4-hour online course introduces providers to the administration and scoring of the CCITSN, a curriculum-based assessment approved for use for KEIS providers and published by Brookes Publishing.
Target Audience: Early Care and Education. In this 3-hour training, administrators will learn how to create video clips and talking pictures that can be used to: 1) demonstrate best practices; 2) strengthen effectiveness of classroom observation and staff coaching; and 3) expand opportunities to document children's learning and share with families.
Target Audience: Early Care and Education. This 1-hour course is an introduction to creating accessible spaces for children with special needs in early care settings. The course includes interactive, low budget ideas for successfully integrating children with special needs in all areas and activities. This course explores various ways to improve room arrangement for inclusive activities.
Target Audience: Early Care and Education. This 3-hour course will introduce how emotional health is defined, why it is important, key relationships that influence young children's emotional development, and the components of emotional health, including temperament styles.
Target Audience: Early Care and Education. This course will introduce you to the general characteristics of children with Down syndrome, outline what inclusion means, and then describe how you can include children with Down syndrome in your early care and education setting.
FET 310 will be open for registration until May 17th. After that it will be taken down and will no longer be available. Current learners enrolled in the course have until May 31st to complete and receive credit. Questions about this? Reach out to your Training Coach.
FET 211 will be open for registration until May 17th. After that it will be taken down and will no longer be available. Current learners enrolled in the course have until May 31st to complete and receive credit. Questions about this? Reach out to your Training Coach.
FET 310 will be open for registration until May 17th. After that it will be taken down and will no longer be available. Current learners enrolled in the course have until May 31st to complete and receive credit. Questions about this? Reach out to your Training Coach.
This series of professional development modules focuses on basic elements of supporting communication and language development in students who do not use oral speech and who also may have intellectual disabilities.
Target Audience: Early Care and Education. In this one hour online course, learners will be introduced to the 5 evidence based behaviors comprising the 5-2-1-0 message and complete the Let's Move Child Care checklist. Content will focus on how the behaviors can be supported in the Early Care and Education classroom through practice, policy and environment modifications.
Target Audience: Early Care and Education. This one hour training module is intended to help professionals engage children in meaningful play experiences. This course will offer evidence-based information and short vignettes to demonstrate intentional teaching strategies when engaging young children in play.
Target Audience: Early Care and Education. This brief introduction to the Kentucky All STARS standards is a required training in order to be eligible to receive quality incentives in the ALL STARS quality rating and improvement system. Informational session, no hours assigned.
Target Audience: Early Care and Education. This two hour online course explains healthy eating best practices. The content focuses on increasing knowledge and awareness of healthy practices and their impact on young children. During this session participants are expected to increase their knowledge, awareness and motivations to work towards healthy change.
The third course reviews the Alternate Assessment Participation Guidelines and is intended guide an ARC in determining whether the Kentucky Alternate Assessment (Alternate K-Prep) based on alternate achievement standards, is the most appropriate assessment for an individual student with the most significant cognitive disability.
Target Audience: Early Care and Education. In this two hour online course, learners will understand best practices for physical activity for children birth through school age.
?? Target Audience: Early Care and Education. ? Kentucky All STARS: Introduction to the Environment Rating Scales (ERS) is a course designed for all those caring for young children. It looks at the foundation of the ERS, how the different ERS scales are set up into Subscales, Items and Indicators.
Target Audience: Early Care and Education. This two hour online course explains healthy eating best practices. The content focuses on increasing knowledge and awareness of healthy practices and their impact on young children. During this session participants are expected to increase their knowledge, awareness and motivations to work towards healthy change.
Target Audience: Early Care and Education. This two hour online course includes information to support ECE professionals in key areas of self-care and wellness including adult nutrition, physical activity and stress management.
Participants will recognize the benefits of breastfeeding for mothers and babies and explore ways supporting breastfeeding can enhance their program or family child care home.
Target Audience: Early Care and Education. This one hour training module is intended to help professionals engage children in meaningful play experiences. This course will offer evidence-based information and short vignettes to demonstrate intentional teaching strategies when engaging young children in play.
This first course includes information regarding requirements for the Cap on the percentage of students who may be assessed with an Alternate Assessment aligned with alternate academic achievement standards.
In this fourth course, the Alternate Assessment Participation Guidelines are intended to help guide an ARC in determining whether the Kentucky Alternate Assessment (Alternate K-Prep) based on alternate achievement standards, is the most appropriate assessment for an individual student with the most significant cognitive disability.
This fifth course describes how a district can use a variety of data sources to understand and describe the students who typically participate in the alternate assessment.
These modules will give you an introduction to physical Well-Being and social emotional development and ask you to consider how you can incorporate this information in to your work with young children and their families.
These modules will give you an introduction to language development & communication and ask you to consider how you can incorporate this information in to your work with young children and their families.
The goals of this course are to 1) describe the rationale for the use of visual supports 2) identify the components of visual supports in the classroom3) develop, organize, and implement visual supports in the classroom and 4) develop, implement, and track outcomes of visual supports.
A functional behavior assessment can be used when the intensity, duration, or type of interfering behavior creates safety concerns or impacts a child’s development. In this course you will explore a module hosted through AFIRM.
In this course, you will identify types of data collection systems and use data to make informed decisions for students with moderate to severe disabilities.
There needs to be a willingness to follow through, to be consistent and to change program when it is not working. This may mean to seek assistance from a support person in your district to ensure we are teaching students alternative ways to respond to stress and emotions.
Building teacher and paraprofessional teams is key to creating a positive work environment and a positive learning environment for students. Paraprofessionals are an essential part of the team to support student learning; make sure paraprofessionals are made to feel valuable on a daily basis.
This course provides numerous examples of instructional strategies that you may use as a starting point in planning appropriate programming for your students. The content is not intended to be fully inclusive.
Prompting is an effective practice to increase the success and generalizability of target skills or behaviors for learners with autism. In this course, you will explore two external courses to learn more about promoting and how to apply prompting in activities.
Literacy is the ability to read and interact with book and text materials. But how do we include children with disabilities who are unable to access traditional reading materials? Through the information presented in this course, you will understand the components of literacy for students with moderate and severe intellectual disabilities.
Scheduling for students with significant intellectual disabilities can be a daunting task especially since we often don’t have control over changes to the master schedule. This is compounded in most cases by teachers serving multiple grade and ability levels. It is very important to “hit the ground” running with a well-planned schedule at the beginning of each year so that bad habits aren’t formed and routines are clearly established for students and adults.
Welcome to the HDI Learning Center!
The HDI Learning Center is here to meet learners’ needs. With topics from early childhood and employment, to healthcare and communication, we provide high quality, accessible content for professionals across a variety of disciplines. We have over 250 courses available and many are free. The HDI Learning Center knows your time is valuable, and we are here to help you have a good online learning experience.
If you have been purchasing course vouchers please watch this brief video on Group Management. This new feature replaces vouchers and gives you tools for purchasing and monitoring coursework for staff. Look for the link to Purchase Courses for a Group. If you are registering for a training to complete yourself, use the Course Category menu buttons below. This will allow you to filter the courses to find the exact course you need.
Need help? Look for the Contact Us link in the footer of every page. Answer a few questions and the appropriate HDI staff will get back to you.
Interested in buying multiple courses for a group of learners?
The provider billing forms (PBF, DCC-97) are available on
the first day (excluding weekends and holidays) of each month to cover the
prior month’s enrollments. Providers who
have the Provider Portal can access and submit their billing electronically. Providers who do not have Provider Portal
access will receive their PBFs in the mail.
Paper PBFs are mailed out on the first day of each month (excluding
weekends and holidays). Paper PBF’s may be mailed back to DCC using the address
on the form. The billing staff have ten
(10) business days to process the billing forms. Once received paper billing
forms are date stamped and then processed as quickly as possible. No payments
or adjustments can be made to the payment ninety (90) days after the month care
was provided.
Provider payments are issued as a check payment unless the
provider chooses to receive the payment as an electronic direct deposit. A DCC-93, Authorization for Electronic
Deposit form can be requested by contacting DCC. If the DCC-93 is incomplete it will be
returned to the provider for completion.
Payment options may only be changed a total of three (3) times within a
calendar year unless there is a change in provider type or license number.
Provider Billing Form
Billing Codes
The DCC-97 displays the expected attendance schedule and a blank
exception line. Exceptions are changes
from the expected schedule. If a child’s
attendance is different from the expected schedule, the provider must enter
exception codes. The expected schedule is the schedule found on the
DCC-94. If schedule is incorrect the
client will need to contact DCBS Family Support to correct it.
The billing codes are as follows:
NOTE: Codes 43, 45, 55 and 65 are based on the provider’s
circumstance.
Codes 40, 45, 50 and 60 are
based on the circumstance of the child.
The exception codes for each provider type are as follows:
Licensed Provider
01 – Full day
02 – Part day
40 – Excused absence (five (5) per month permitted without documentation
of the reason)
NOTE: This code is
only used for the purpose of the child being absent from the center on a day
that the center was open and the child was scheduled to be in attendance. It is not used if the provider was not open
for business.
43 – Holiday, closed but payment requested
NOTE: Limit of ten (10) days per year.
If provider is closed for holidays for more than ten (10) days per year,
they must be shown as code 55.
45 – Extraordinary absence (For absences which exceed five (5) days,
written documentation of illness, (except for maternity leave), natural
disaster (declared by nation, county or state), or death in the family must be
on file and retained with the provider’s daily attendance sign-in sheets)
50 – Unexcused absence – any absence which exceeds five (5) per month
and is not documented by one of the four (4) reasons shown for code 45
55 – Closed, no payment requested
60 – Last day attended –payable day-follow with code 55 to prevent
overpayment
65 – Non-payable day used to end enrollment-follow with code 55 to
prevent overpayment
Use the following for flex schedules:
401 – Flex excused absence (five (5) per month permitted) full day
402 – Flex excused absence (five (5) per month permitted) part day
431 – Flex closed but payment requested (scheduled holiday) full day
432 – Flex closed but payment requested (scheduled holiday) part day
451 – Flex extraordinary absence full day
452 – Flex extraordinary absence part day
601– Flex last day attended – payable full day, follow with code 55
602 – Flex last day attended – payable part day, follow with code 55
651 – Flex day to end enrollment – non-payable full day, follow with code
55
652 – Flex day to end enrollment – non-payable part day, follow with code
55
Certified Providers
01 – Full day
02 – Part day
40 – Excused absence (five (5) per month permitted)
43 – Holiday, closed but payment requested
NOTE: Limit of ten (10) days per year.
If provider is closed for holidays for more than ten (10) days per year,
they must be shown as code 55.
50 – Unexcused absence – any absence in excess of five (5) per month
55 – Closed, no payment requested
60 – Last day attended –payable day, follow with code 55
65 – Non-payable day used to end enrollment, follow with code 55
Use the following for flex schedules:
401 – Flex excused absence (five (5) per month permitted) full day
402 – Flex excused absence (five (5) per month permitted) part day
431 – Flex closed but payment requested (scheduled holiday) full day
432 – Flex closed but payment requested (scheduled holiday) part day
601 – Flex last day attended – payable full day, follow with code 55
602 – Flex last day attended – payable part day, follow with code 55
651 – Flex day to end enrollment – non-payable full day, follow with code
55
652 – Flex day to end enrollment – non-payable part day, follow with code
55
Registered Providers
01 – Full day
02 – Part day
50 – Absence
60 – Last day attended –payable day, follow with code 55
65 – Non-payable day used to end enrollment, follow with code 55
Use the following for flex schedules:
601 – Flex last day attended – payable full day, follow with code 55
602 – Flex last day attended – payable part day, follow with code 55
651 – Flex day to end enrollment – non-payable full day, follow with code
55
652 – Flex day to end enrollment – non-payable part day, follow with code
55
Important Reminders:
Provider Billing Forms (PBF) are ready for providers beginning the first day of the month.
PBF are processed by billing staff within ten (10) business days of receipt or being submitted in the portal.
Providers shall receive payment within thirty (30) calendar days.
If you have a claim, you can sign the PBF monthly to have your claim payment taken out of your payment.
No payments or adjustments will be made ninety (90) or more days after the month care is provided.
Using correct billing codes helps prevent overpayments.
Remittance Statements
Remittance statements are available the day after the PBF
has been processed by payment staff. Portal users can print their remittance
statement from the Provider Portal after the PBF has been processed. Each Monday,
DCC will print and mail non-portal users the remittance statement for payments
processed the prior week.
The remittance provides:
Detailed payment amount for each child
Allows the provider to review the information and determine if the payment amounts are correct
In the event of incorrect payments, the provider must
contact the Payment Section (844-209-2657) within ninety (90) calendar days of
the receipt of the Remittance Statement.
Enrollment Fees
Enrollment fees can be paid for clients
approved by DCBS Family Support or DCBS Protection and Permanency. Enrollment
fees are paid for these two groups of recipients. The
enrollment fee must be requested by the provider in writing to the DCC Payment
Section. These requests can be sent to the DCC Technical Assistance chfs.dcbsdcctechnicalassistance@ky.gov.
Provider Claims/Overpayments
An overpayment
is when CCAP payments exceed the amount a CCAP recipient or a child care
provider was eligible to receive. The
purpose of a claim is to collect the amount of the overpayment paid to a
provider. Providers may contact DCC
Claims at 844-209-2657 with claim inquiries.
Types of Provider Claims
Agency errors (error made by the agency)
Inadvertent Household Error (IHE)
Intentional Program Violation (IPV)
Intentional Program Violation-Court (IPC)
Suspected Intentional Program Violation (SIPV)
Notification of a claim
DCC will provide initial notice to the child care provider
suspected of having a potential claim.
If the potential claim is a suspected IPV then the following notices
will be sent:
DCC-84
Notice of Suspected Intentional Program Violation, and
DCC-84A
Supplement A
DCC will offer the Provider an opportunity to
meet with the Cabinet to
Discuss the potential claim;
Determine the category of the claim;
Sign the DCC-84 Supplement A, if an IPV is suspected
If an overpayment is the result if any intentional program
violation, a disqualification period will be imposed. During a disqualification period a provider
may not receive CCAP payments.
Disqualification periods are determined as follows:
voluntary payment arrangement, negotiated either orally
or in writing including a payment schedule
court-ordered payments
state tax refund interception
lottery offsets
wage garnishment
referral to a collection agency
A full or partial lump-sum payment can be accepted to settle a claim. A provider may choose to submit a DCC-97 Supplement A, Voluntary Payment Reduction form, indicating the amount the provider wishes to have applied to the claim. The amount indicated on the DCC-97 cannot be less than ten (10%) of the total CCAP payment.
When adding seats to your group, the quantity shown in the cart will include the seats you already have purchased, however the existing seats will be removed from the cart on checkout and you will only be charged for the additional seats you need.
