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Course Descriptions & Requirements

ASC-1     Advanced Service Coordination: Working with Families

A primary goal of Early Intervention is to enhance the family’s capacity to meet the needs of their child. Families come to us with different strengths, different needs, and different priorities. If we are to be successful in working effectively in partnership with them, we need to have a clear sense of our respective roles and responsibilities and an appreciation of how attitudes, beliefs, values, and culture impact our interactions. This session explores a variety of strategies for developing and maintaining effective relationships with all families. By the end of this course, participants will be able to:

Course Length: 4 hours Continuing Education Unit (CEU): Prerequisite: None

Course Requirements: Although not a requirement, it is recommended that participants attend ISC- Introductory Service Coordination

Optional Readings:

Barnett, D.; Clements, M.; Kaplan-Estrin, M.; Fialka, J. (2003). Building new dreams: Supporting parents’ adaptation to their child with special needs. Infants & Young Children, 16:3.
http://depts.washington.edu/isei/iyc/barnett_16_3.pdf

Edelman, L. (2004). A relationship-based approach to early intervention. Resources and Connections, Volume 3, Number 2, July-September 2004.
http://www.eicolorado.org/files/relationship_based_approach.pdf

Shaw, E. and Goode, S. (2008). Fact Sheet: Vulnerable Young Children. Chapel Hill: The University of North Carolina, FPG Child Development Institute, National Early Childhood Technical Assistance Center.
http://www.nectac.org/~pdfs/pubs/factsheet_vulnerable.pdf

ASC-1A     Early Intervention Program Records

The responsibility for appropriately maintaining Early Intervention program records lies with both municipalities and providers. This session outlines the DOH requirements for documenting, retaining, and retrieving Early Intervention records. It includes a full and practical discussion of the federal and state laws / regulations that impact the administrative and clinical aspects of the EI record, including documentation for billing and claiming EI services and safeguarding confidentiality. Independent and agency service providers, as well as service coordinators, will find the information and discussions in this session immediately useful and applicable. By the end of this course, participants will be able to:

Course Length: 3 hours and 40 minutes Continuing Education Unit (CEU): 0.5 Prerequisite: None

Course Requirements: None

ASC-2A     Advanced Service Coordination: Transition

The transition process, moving from Early Intervention Program services to preschool special education programs or other community services, is an essential component of every child’s IFSP. Transition planning helps to ensure that the process is successful. It is important that both parents and professionals understand the requirements for transition and the services that are available for children. This training reviews all of the steps of the transition process. By the end of this course, participants will be able to:

Course Length: 3 hours and 45 minutes Continuing Education Unit (CEU): Prerequisite: None

Course Requirements: Complete pre-session readings prior to course attendance. Print and bring to session.

Pre-Session Readings:

The Transition of Children from the New York State Department of Health Early Intervention Program to the State Education Department Preschool Special Education Program or Other Early Childhood Services
http://www.health.state.ny.us/community/infants_children/early_intervention/transition/index.htm

CD-2     Cultural Diversity: Cultural Approaches and Practices

Each of us grows up in a “culture” that shapes how we view the world and how we and others behave in it. Our traditions and experiences shape our beliefs, attitudes, expectations, and behaviors. When we come into contact with others whose backgrounds and experiences are different from ours, we naturally are challenged by some of these differences. It is precisely at these points of diverse perspective that we have an opportunity to grow in understanding and appreciation of one another. In Early Intervention, our shared interest in the well-being of the child is the foundation on which we and families learn to work together. In this training session you are given the opportunity to expand your kno1wledge and understanding of diversity as well as acquire new skills in working with people. In addition you will learn how to access a variety of resources that will support your work with all families in early intervention. By the end of the session participants will be able to:

Course Length: 6 hours Continuing Education Unit (CEU): Prerequisite: None

Course Requirements: None.

CPG-AU     Clinical Practice Guideline: Autism/PDD

The health care system has a long history of using evidence-based guidelines in making decisions about assessment and intervention. Guidelines based upon credible scientific evidence provide us with a range of options from which to choose the best possible strategies to address individual needs. They provide the best opportunity for favorable outcomes and promote informed decision-making by both parents and professionals. The primary goal of this training session is to share current research about Autism/PDD and to assist you in learning to use evidence-base practices in your work with children who have Autism/PDD and their families. By the end of this course, participants will be able to:

Course Length: 3 1/2 hours Continuing Education Unit (CEU): Prerequisite: None

Course Requirements: Complete pre-session readings prior to course attendance.

Pre-session Readings:

Report of the Recommendations - Autism / Pervasive Developmental Disorders-Assessment and Intervention for Young Children (Age 0-3 Years)
http://www.health.state.ny.us/community/infants_children/early_intervention/disorders/autism/

CPG-CD     Clinical Practice Guideline: Communication Disorders

The health care system has a long history of using evidence-based guidelines in making decisions about assessment and intervention. Guidelines based upon credible scientific evidence provide us with a range of options from which to choose the best possible strategies to address individual needs. They provide the best opportunity for favorable outcomes and promote informed decision-making by both parents and professionals. The primary goal of this training session is to share current research about Communication Disorders and to assist you in learning to use evidence-base practices in your work with children who have Communication Disorders and their families. By the end of this course, participants will be able to:

Course Length: 3 1/2 hours Continuing Education Unit (CEU): Prerequisite: None

Course Requirements: Complete pre-session readings prior to course attendance.

Pre-session Readings:

Report of the Recommendations - Communication Disorders-Assessment and Intervention for Young Children (Age 0-3 Years)
http://www.health.state.ny.us/community/infants_children/early_intervention/disorders/

CPG-DS     Clinical Practice Guideline: Down Syndrome

The health care system has a long history of using evidence-based guidelines in making decisions about assessment and intervention. Guidelines based upon credible scientific evidence provide us with a range of options from which to choose the best possible strategies to address individual needs. They provide the best opportunity for favorable outcomes and promote informed decision-making by both parents and professionals. The primary goal of this training session is to share current research about Down syndrome and to assist you in learning to use evidence-base practices in your work with children who have Down syndrome and their families. By the end of this course, participants will be able to:

Course Length: 3 1/2 hours Continuing Education Unit (CEU): Prerequisite: None

Course Requirements: Complete pre-session readings prior to course attendance.

Pre-session Readings:

Report of the Recommendations – Down Syndrome -Assessment and Intervention for Young Children (Age 0-3 Years)
http://www.health.state.ny.us/community/infants_children/early_intervention/docs/guidelines_down_syndrome_assessment_and_intervention.pdf

CPG-HL     Clinical Practice Guideline: Hearing Loss

The health care system has a long history of using evidence-based guidelines in making decisions about assessment and intervention. Guidelines based upon credible scientific evidence provide us with a range of options from which to choose the best possible strategies to address individual needs. They provide the best opportunity for favorable outcomes and promote informed decision-making by both parents and professionals. The primary goal of this training session is to share current research about Hearing Loss and to assist you in learning to use evidence-base practices in your work with children who have Hearing Loss and their families. By the end of this course, participants will be able to:

Course Length: 3 1/2 hours Continuing Education Unit (CEU): Prerequisite: None

Course Requirements: Complete pre-session readings prior to course attendance.

Pre-session Readings:

Report of the Recommendations – Hearing Loss- Assessment and Intervention for Young Children (Age 0-3 Years)
http://www.health.state.ny.us/community/infants_children/early_intervention/docs/guidelines_hearing_loss_recommendations.pdf

CPG-MD     Clinical Practice Guideline: Motor Disorders

The health care system has a long history of using evidence-based guidelines in making decisions about assessment and intervention. Guidelines based upon credible scientific evidence provide us with a range of options from which to choose the best possible strategies to address individual needs. They provide the best opportunity for favorable outcomes and promote informed decision-making by both parents and professionals. The primary goal of this training session is to share current research about Motor Disorders and to assist you in learning to use evidence-base practices in your work with children who have Motor Disorders and their families. By the end of this course, participants will be able to:

Course Length: 3 1/2 hours Continuing Education Unit (CEU): Prerequisite: None

Course Requirements: Complete pre-session readings prior to course attendance.

Pre-session Readings:

Report of the Recommendations – Motor Disorder- Assessment and Intervention for Young Children (Age 0-3 Years)
http://www.health.state.ny.us/community/infants_children/early_intervention/docs/guidelines_motor_disorders_assessment_and_intervention.pdf

CPG-VI     Clinical Practice Guideline: Vision Impairment

The health care system has a long history of using evidence-based guidelines in making decisions about assessment and intervention. Guidelines based upon credible scientific evidence provide us with a range of options from which to choose the best possible strategies to address individual needs. They provide the best opportunity for favorable outcomes and promote informed decision-making by both parents and professionals. The primary goal of this training session is to share current research about vision impairment and to assist you in learning to use evidence-base practices in your work with children who have vision impairment and their families. By the end of this course, participants will be able to:

Course Length: 3 1/2 hours Continuing Education Unit (CEU): Prerequisite: None

Course Requirements: Complete pre-session readings prior to course attendance.

Pre-session Readings:

Report of the Recommendations – Vision Impairment- Assessment and Intervention for Young Children (Age 0-3 Years)
http://www.health.state.ny.us/community/infants_children/early_intervention/docs/2008-02_vision_impairment_recommendations.pdf

EE     Introduction to Early Intervention Evaluation, Assessment, and Eligibility Determination

The purpose of this full-day course is to provide introductory information and training specific to the process of evaluation, assessment and eligibility determination in the NYS Early Intervention Program (EIP). The curriculum content is based on regulatory requirements, New York State Department of Health (SDOH) Policy Documents, Clinical Practice Guidelines issued by SDOH, and generally accepted concepts of Best Practice. It includes changes that have occurred in the Early Intervention Program subsequent to the adoption of revised regulations in June 2010.

The primary audience for this training will be qualified professionals involved in the Early Intervention (EI) evaluation process. A secondary audience may consist of families, service coordinators, Early Intervention Officials and/or their designees (EIO/Ds), and other individuals interested in learning more about EI Evaluation Process. By the end of this course, participants will learn:

Course Requirements: Participants are advised to register and attend the Introduction to EI Evaluation, Assessment and Eligibility Determination prior to registering for the Advanced Training: EI Evaluation, Assessment and Eligibility Determination course. Although not a prerequisite, we believe that by attending the Introduction Training first, attendees will receive comprehensive information important to their role in the Early Intervention Program and resulting in practices that align with federal and state statutory and regulatory policy.

Course Length: 7 hours Continuing Education Unit (CEU): Prerequisite: None

Pre-session Readings:

EIP Memorandum 2005-02: Standards and Procedures for Evaluations, Evaluation Reimbursement, and Eligibility Requirements and Determinations Under the Early Intervention Program
http://www.health.state.ny.us/community/infants_children/early_intervention/memoranda/2005-02/docs/memorandum_2005-02.pdf

Addendum to: Early Intervention Guidance Memorandum 2005-2
Standards and Procedures for Evaluations, Evaluation Reimbursement, and Eligibility Requirements and Determinations Under the Early Intervention Program
http://www.health.state.ny.us/community/infants_children/early_intervention/memoranda/2005-02/addendum_memo_2005-02.htm

EIP Memorandum 2003-1, Early Intervention Program Records
Appendix G-Written Notice Requirements
Appendix H-Written Parent Consent Requirements
http://www.health.state.ny.us/community/infants_children/early_intervention/memo03-1.htm

Subpart 69-4: Regulations for the Early Intervention Program
http://www.health.state.ny.us/community/infants_children/early_intervention/regulations.htm

EIP Memorandum 94-4: Service Coordination
http://www.health.ny.gov/guidance/oph/cch/bei/94-4.pdf

EI Guidance Memorandum 1999-2, Reporting of Children’s Eligibility Status Based on Diagnosed Conditions with High Probability of Developmental Delay
http://www.health.ny.gov/guidance/oph/cch/bei/99-2.pdf

NYS DOH Clinical Practice Guidelines (CPGs):


http://www.health.state.ny.us/community/infants_children/early_intervention/memoranda.htm

Early Help Makes a Difference Brochure
http://www.health.state.ny.us/publications/0527.pdf

Informed Clinical Opinion
http://www.nectac.org/~pdfs/pubs/nnotes10.pdf

Appropriate Use of External Evaluations
http://www.health.state.ny.us/community/infants_children/early_intervention/guidance/external_evaluations_2007-11.htm

EE-2     Advanced Training: Early Intervention Evaluation, Assessment, and Eligibility Determination

The purpose of this training course is to provide information and training specific to the process of evaluation, assessment and eligibility determination in the NYS Early Intervention Program (EIP). The curriculum content is based on regulatory requirements, New York State Department of Health (SDOH) Policy Documents, Clinical Practice Guidelines issued by SDOH, and generally accepted concepts of Best Practice. It has been developed in conjunction with the full-day, basic training on evaluation and eligibility, Introduction to Early Intervention Evaluation, Assessment, and Eligibility Determination. It is recommended that participants attend the full-day introductory training prior to attending this advanced training. Participants will learn:

Course Requirements: Participants are urged to consider registering for, and attending, the Introduction to EI Evaluation, Assessment and Eligibility Determination prior to registering for the Advanced Training: EI Evaluation, Assessment and Eligibility Determination course. As a result of feedback from participants and trainers, we have learned that many participants are asking for clarification, or raising questions during the Advanced Training about topics that are covered in the Introduction Training. Although not a prerequisite, we believe that by attending the Introduction Training first, attendees will receive comprehensive information important to their role in the Early Intervention Program and resulting in practices that align with federal and state statutory and regulatory policy.

Course Length: 4 hours Continuing Education Unit (CEU): Prerequisite: None. Participants are advised to attend the Introduction to EI Evaluation, Assessment, and Eligibility Determination course prior to the Advanced Training.

EI-101     An Introduction to the New York State Early Intervention Program

If you are new to EI, the purpose of this training is to introduce you to the NYS Early Intervention Program. If you have been in EI for a while, this training will give you the opportunity to look at the NYS EI Program more holistically and connect guiding principles to practice. We will lay the groundwork by looking at the program’s historical and legislative foundations and its mission, goals and key provisions, including parental rights and procedural safeguards. We will review and discuss all of the steps of the EI process: referral, initial and ongoing service coordination, evaluation, eligibility, Individualized Family Service Plan development / implementation, and transition. By the end of this course, participants will be able to:

Course Length: 3 1/2 hours Continuing Education Unit (CEU): Prerequisite: None

Course Requirements: Complete pre-session readings prior to course attendance.

Pre-session Readings:

SubPart 69-4 - Early Intervention Program
http://www.health.state.ny.us/community/infants_children/early_intervention/regulations.htm

Memorandum 2003-2 Guidance on Claiming Commercial Insurance for Early Intervention Services
http://www.health.state.ny.us/community/infants_children/early_intervention/memo03-2.htm

Memorandum 2005-02 - Standards and Procedures for Evaluations, Evaluation Reimbursement, and Eligibility Requirements and Determination Under the Early Intervention Program
http://www.health.state.ny.us/community/infants_children/early_intervention/memoranda/2005-02/index.htm

The Transition of Children from the New York State Department of Health Early Intervention Program to the State Education Department Preschool Special Education Program or Other Early Childhood Services
http://www.health.state.ny.us/community/infants_children/early_intervention/transition/index.htm

The Early Intervention Program: A Parent's Guide
http://www.health.state.ny.us/publications/0532/index.htm

GDI     Group Developmental Intervention

The purpose of this training is to provide Early Intervention providers with the tools they need to ensure the availability of group developmental intervention services in integrated and inclusive settings. The information presented during the training is based on the new guidance document entitled, “Group Developmental Intervention Services Standards,” released in November, 2013 by the New York State Department of Health, Bureau of Early Intervention. The training session will highlight the key points of the guidance, and provide instruction on the standards that have been developed to promote consistent, high quality practices in delivery of group services statewide. This training has been developed to convey accurate and needed information to EI service providers. However, other qualified professionals and Early Intervention Officials and/or their designees (EIO/Ds) may attend. Families and other individuals interested in learning more about group developmental interventions may also attend. By the end of this course, participants will be able to:

Course Length: 2 hours and 30 minutes Continuing Education Unit (CEU):0.5 Prerequisite: None

Course Requirements: None

IFSP     Individualized Family Service Plan

Developing a written plan in collaboration with families for providing early intervention services to an eligible child is a requirement under law. As importantly, it is a core component of a family-centered community-based approach to service delivery. This session will engage participants in a practical exploration of the principles that define a family-centered community-based approach and engage them in discussion/activities designed to translate these principles into practice within the context of the NYS regulations By the end of this course, participants will be able to:

Course Length: 8 hours Continuing Education Unit (CEU): 1.0 Prerequisite: None

Course Requirements: Complete pre-session readings prior to course attendance.

Pre-session Readings:

Memorandum 2005-02 - Standards and Procedures for Evaluations, Evaluation Reimbursement, and Eligibility Requirements and Determination Under the Early Intervention Program
http://www.health.state.ny.us/community/infants_children/early_intervention/memoranda/2005-02/index.htm

The Early Intervention Program: A Parent's Guide
http://www.health.state.ny.us/publications/0532/index.htm

Optional Readings:

Resources for Writing Good IFSP Outcomes
http://www.nectac.org/topics/families/famresources.asp

ISC     Introductory Service Coordination

Sensitive and effective service coordination is a vital component of Early Intervention. Along with a thorough working knowledge of the system, service coordinators must possess the skills necessary to work in partnership with families and other professionals. In recognition of this, NYSDOH requires that all service coordinators in EI participate in an approved official training as part of their approval process [Sec. 69-4.4(b) EIP Regulations]. This training is the official training approved by the State for this purpose. By the end of this course, participants will be able to:

Course Length: 6 hours Continuing Education Unit (CEU): Prerequisite: None

Course Requirements: Complete pre-session readings prior to course attendance. Print regulations, guidance documents and memoranda and bring to session.

Pre-session Readings:

SubPart 69-4 - Early Intervention Program
http://www.health.state.ny.us/community/infants_children/early_intervention/regulations.htm

The Early Intervention Program: A Parent's Guide
http://www.health.state.ny.us/publications/0532/index.htm

Memorandum 2005-02 - Standards and Procedures for Evaluations, Evaluation Reimbursement, and Eligibility Requirements and Determination Under the Early Intervention Program
http://www.health.state.ny.us/community/infants_children/early_intervention/memoranda/2005-02/index.htm

The Transition of Children from the New York State Department of Health Early Intervention Program to the State Education Department Preschool Special Education Program or Other Early Childhood Services
http://www.health.state.ny.us/community/infants_children/early_intervention/transition/index.htm

Protocol on Children in Foster Care Who Participate in the Early Intervention Program
http://www.health.state.ny.us/community/infants_children/early_intervention/memoranda/docs/foster_care_protocol.pdf

Memorandum 2003-2 Guidance on Claiming Commercial Insurance for Early Intervention Services
http://www.health.state.ny.us/community/infants_children/early_intervention/memo03-2.htm

Optional Readings:

http://www.nyhealth.gov/guidance/oph/cch/bei/

Reissued Early Intervention Memorandum 93-3 Respite Services
http://www.nyhealth.gov/guidance/oph/cch/bei/93-3.pdf

Reissued Early Intervention Memorandum 94-3 Referral Procedures for the Early Intervention Program
http://www.nyhealth.gov/guidance/oph/cch/bei/94-3.pdf http://www.nyhealth.gov/guidance/oph/cch/bei/94-3_attach_c.pdf

Reissued Early Intervention Memorandum 94-4 Service Coordination
http://www.nyhealth.gov/guidance/oph/cch/bei/94-4.pdf

Reissued Early Intervention Memorandum 95-2 Individualized Family Service Plan
http://www.nyhealth.gov/guidance/oph/cch/bei/95-2.pdf

Reissued Early Intervention Memorandum 99-1 Assistive Technology
http://www.nyhealth.gov/guidance/oph/cch/bei/99-1.pdf

Early Intervention Memorandum 1999-2 Reporting of Children’s Eligibility Status Based on Diagnosed Conditions with High Probability of Developmental Delay
http://www.nyhealth.gov/guidance/oph/cch/bei/99-2.pdf

Reissued Early Intervention Memorandum 00-1 Qualified Personnel in the Early Intervention Program

Reissued November 2002 Early Intervention Program Memorandum 2001-1 Guidelines on Database Check for Providers of Early Intervention Services through the State Central Register of Child Abuse and Maltreatment
http://www.nyhealth.gov/guidance/oph/cch/bei/2001-1_memorandum.pdf

ISF-1     Information Session for Families: Learning Everyday

Children do learn everyday. They learn from the people who care for them and through their daily life experiences. Family and caregivers are their best "teachers". Infants and toddlers who have developmental challenges are no different in this respect. They learn by doing, by exploring, by being active participants in their families and in their communities. Child care providers have information and resources that can help shape a child’s Individualized Family Service Plan so that it makes good use of daily routines and activities as learning experiences. This training explores ways that child care providers, families, and EI service providers can work together to develop and implement IFSP outcomes that are functional for the child and family. By the end of this course, participants will be able to:

Course Length: 2-4 hours Continuing Education Unit (CEU): Prerequisite: None

Course Requirements: None

ISF-2     Information Sessions for Families: Transition

The purpose of this training is to assure that course participants will gain an understanding of the Early Intervention Program including historical background, legislation, program mission, goals and key provisions. By the end of this course, participants will be able to:

Course Length: 3 hours Continuing Education Unit (CEU): Prerequisite: None

Course Requirements: None

Pre-session Readings:

The Transition of Children from the New York State Department of Health Early Intervention Program to the State Education Department Preschool Special Education Program or Other Early Childhood Services
http://www.health.state.ny.us/community/infants_children/early_intervention/transition/index.htm

Optional Readings:

Education Law- Section 4410
http://public.leginfo.state.ny.us/LAWSSEAF.cgi?QUERYTYPE=LAWS+&QUERYDATA=$$EDN4410$$@TXEDN04410+&LIST=SEA4+&BROWSER=EXPLORER+&TOKEN=00944040+&TARGET=VIEW

Guide for Determining Eligibility and Special Education Programs and/or Services for Pre School Students with Disabilities
http://www.pl2.nysed.gov/specialed/publications/preschool/guide/home.html

ISF-2A     Information Session for Child Care Providers: Learning Everyday

Child Care settings are a "natural environment" for many infants and toddlers with disabilities and offer countless opportunities for children to learn and develop. Children who receive their early intervention services in child care settings benefit from the involvement of child care providers. In addition, child care providers can provide information and insights that helps to shape a child's Individualized Family Service Plan (IFSP) so that it makes good use of the child's daily routines and activities as learning experiences. This training explores ways that child care providers, families, and EI service providers can work together to develop and implement IFSP outcomes that are functional for the child and family. By the end of this course, participants will be able to:

Course Length: 3.5 hours Continuing Education Unit (CEU):0.5 Prerequisite: None

Course Requirements: None

NYEIS     Insurance: NYEIS Case Management and Functionality for Service Coordinators and Providers

The purpose of this training is to provide service coordinators, both initial and ongoing, with the knowledge and tools they need to perform to the best of their ability for every family they serve and to enhance/provide information on obtaining a family’s insurance information, which became their responsibility in 2013. This training is also available to municipal staff and providers although most of the responsibilities are those of service coordinators. This training provides information in two formats; the first is a PowerPoint presentation and the second consists of live demonstrations in NYEIS. The trainer will demonstrate how to add and edit insurance data in NYEIS through live web-based presentations. By the end of this course, participants will be able to:

Course Length: 4 hours Continuing Education Unit (CEU):0.5 Prerequisite: None

Course Requirements: None

NE     Natural Environments

The concept of working with young children and their families in “natural environments” goes well beyond the limits of “location”. It involves working with children / families within the normal context of their days and weaving intervention into their interests, priorities, activities, and routines. For most of us this requires a re-examination of our attitudes, beliefs, and practices since we were likely not trained in this model of service delivery. The session includes a discussion of the elements of the “natural environments” approach, a look at model programs currently in use, specific strategies for integrating therapy into children’s routines, and a variety of small group activities and case studies. By the end of this course, participants will be able to:

Course Length: 4 hours Continuing Education Unit (CEU): Prerequisite: None

Course Requirements: Complete pre-session readings prior to course attendance.

Pre-session Readings:

SubPart 69-4 - Early Intervention Program
http://www.health.state.ny.us/community/infants_children/early_intervention/regulations.htm

Workgroup on Principles and Practices in Natural Environments (Final Draft 11-07) Agreed upon practices for providing services in natural environments. OSEP TA Community of Practice- Part C Settings.
http://www.nectac.org/~pdfs/topics/families/AgreedUponPractices_FinalDraft2_01_08.pdf

MP     The Monitoring Process and Beyond: Strategies for Ensuring Quality and Best Practice

The purpose of this training course is to provide an overview of the monitoring process and to familiarize participants with expectations in the development of corrective action plans. By the end of this course, participants will be able to:

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