4/11 ifsp & service coordination baby watch eip cspd module
TRANSCRIPT
4/11
IFSP & Service Coordination
Baby Watch EIP
CSPD Module
Introductions
Understand the IFSP ProcessUnderstand the role of the Service
Coordinator in the IFSP ProcessFormulate developmentally appropriate
outcomesLearn to facilitate the ability of the family
to identify Concerns Priorities and Resources, and enhance the family’s capacity to meet the developmental needs of their child
Learning Outcomes
Individuals With Disabilities Education Act (IDEA)
A federally mandated lawFederal Regulations and RulesPart C—Birth to three program
Hierarchy of “Rules”
Federal LawFederal Regulations
State PlanState Policies
Program PoliciesIndividual Staff Work Practices
Purpose of IDEA Part C
To enhance development of infants and toddlers with disabilities and to minimize their potential for developmental delay
To enhance the capacity of families to meet the special needs of their infants and toddlers with disabilities
Part C is “Family Centered”
What do you think
“Family Centered”
means?
Family Centered
Respect the family
Build relationships with parents
Be flexible
Provide support to families
Individualize supports and services
Services in family friendly way
Focus on what happens between visits
Reflect on your experiences
Part C is “Family Centered”
Early InterventionProgram
Family of ChildWith Delays
Family’sLife
Early Intervention
.
Heart Of Our Discussion
IndividualizedFamilyService
Plan
IFSP Cycle
Referral
Focus on Referral
Required: Referral is a request for
evaluation of a child under age 3
Child lives in service area Voluntary
Program Choices:1. What constitutes a
“request for evaluation”
2. Who takes referral
3. Internal timelines
4. Info Collection choices
5. Referrals with <45 days until exit
6. Other?
IFSP Timeline & Safeguards
See handout
“IFSP Cycle with Timelines and Procedural Safeguards”
IFSP Cycle
Eligibility Determination
Referral
IFSP Cycle
Eligibility Determination
Referral
Family & ChildAssessment
Focus on Child Assessment:
Assessment is defined as the ongoing methods, techniques and procedures utilized to gather information about the child and family.
Focus on Family Assessment:
Family directed assessment is designed to determine the resources, priorities and concerns of the family and identify the support and services necessary to enhance the family’s capacity to meet the developmental needs of the child
IFSP Cycle
Eligibility Determination
Referral
Family & ChildAssessment
IFSP Meeting
Interim IFSP
Interim IFSP allows services to begin, as in the case of an infant who needs immediate attention
Assessment is not complete Start services within the 45 days 45 day timeline still applies for IFSP
Participants: Family
Parents As requested by
family:Other family
members as feasible
Advocate or person outside family
Program choices:
Definition of Parent
Parent means a parent,
a guardian, a person
acting as parent of a
child, or a surrogate
parent
Foster parents
A foster parent qualifies … if: Foster parent is willing to
participate in making EI decisions on behalf of child
Foster parent has no interest that would conflict with interest of child
Participants: EI Staff
Interim or regular EI Service Coordinator
Person conducting evaluation/assessment (can arrange other means than attendance)
USDB PIP Advisor if sensory loss
Appropriate qualified personnel
Program choices: Which EI Service
Provider(s) Other EI staff Arrange alternative
participation for person involved in evaluation/ assessment if needed
Participants: Others
Outside service providers
Program choices: How hard you try to
include other service providers
Exactly what their role will be in the meeting
Time, Place, Translation
Convenient time & place for family
Native language if feasible
Determine feasibility of native language
How to provide translation service
How to document translation efforts
IFSP Misc Info Needed
Payment arrangements, if any, on IFSP or attached document
Service coordinator name
Date of meeting Signatures & titles of
all parties in attendance
Program choices: How to list payment
arrangements (family fee)
IFSP Cycle
Eligibility Determination
Referral
Family & ChildAssessment
IFSP Meeting
Start Services
EI Services
Specific EI services to meet needs of child & family to achieve outcomes
Frequency (# days or sessions)
Intensity (hrs/min) Method (group or
individual) Location (home,
center, community)
Program choices: Services mix How to write
frequency How to code certain
services (Family Training vs. Special Instruction)
Other
Specific Set of Services
There is a list of formally defined services, such as:
Family training Special Instruction SLP, PT, OT, Audiology, Assistive Technology Psychological services Nursing Services, Health Services Nutrition Services Social Work Services Hearing Services; Vision Services Transportation and Related Costs
Other Services
To the extent appropriate, the IFSP must include:
Medical & other services that child needs but are not required nor covered by EI
Program choices:Define “to the
extent appropriate”
How much detail to list about other services (no requirement for duration, etc.)
Important Dates
Significant dates: Date of IFSP meeting Projected initiation of
services as soon as possible after IFSP meeting
Anticipated duration of those services
Program choices: Specifying dates
service by service (required by BTOTS)
Natural Environment/Justification
The IFSP must include statement of the natural environments in which EI services will be provided
Must include “justification of the extent, if any, to which the services will not be provided in the natural environment”
Program choices: How to list natural
environment Standards on writing
justification statement
Parent Consent for Services
A signed written statement of consent from the parents must be included on the IFSP.
Written consent shall be obtained prior to the provision of EI services
Release of demographic information to school district
Program choices: Wording of
consent statement.
Meeting Follow Up
The family receives a copy of the signed and completed IFSP for their information and records
How & when to copy IFSP
Notifying service providers not present
Other team communication
Using IFSP to guide Services
Program chooses how:
Service providers reference the goalsShadow filesClass records, home visit reports, etc.Copies of IFSP?How to monitor whether services are
addressing goals
IFSP Cycle
Eligibility Determination
IFSP ReviewMeeting
Referral
Family & ChildAssessment
IFSP Meeting
Start Services
IFSP 6-Month Review
2 required attendees Within 30 days of 6 month
anniversary of IFSP Content
Progress toward outcomes Revisions in outcomes or
services needed Documentation of above Enter into BTOTS
Program choices: Meeting or
acceptable process
Additional attendees
Meeting agenda and facilitation
Changing Services:
Required: Written prior notice Duration, frequency,
intensity of service Date of initiation
Program choices: Process for making
changes Team
communication & decision making
Authority to commit resources
Service patterns
IFSP Cycle
Eligibility Determination
IFSP ReviewMeeting
Referral
Family & ChildAssessment
IFSP Meeting
Deliver Services
Start Services
Exit Services
IFSP Transition Plan
Transition Plan at Initial IFSP includes:
Transfer child demographic information
Steps and goals to prepare child for transition
Program choices: How to write Documenting “opt
out”
IFSP Transition Plan
Transition Plan at subsequent IFSP includes:
Steps and goals to prepare child for transition
Discuss with & train parents on placements and other related matters
Program service mix for transition
Transition Meeting
At least 90 days before 3rd birthdayAt least 120 days before 3rd birthday for PIPCan be up to 6 months before 3rd birthday
Must includeChild’s parent/guardianService coordinatorLocal education agency representativeUSDB representative (if has sensory loss)
Service Coordination
A Process
A Team Activity
Includes the Family
Service CoordinaTOR
Each eligible child & family provided with a service coordinator who is responsible for:
Coordinating all services across agency lines
Serving as the single point of contact to help parents obtain the services and assistance they need
Program choices: Service Coordinator
model Who carries out
which Service Coordination activities
Interim & Regular Service Coordinator the same?
Service CoordinaTION
Process: Assist families to gain
access to services on the IFSP
Coordinate services needed and/or provided
Facilitate timely delivery available services
Seek services & situations to benefit child’s development throughout eligibility
Program choices: How to carry out
these processes Doing more than
specified
Service Coordination Activities
Coordinate evals & assessments
IFSP developmentIdentify service
providersCoordinate &
monitor service delivery
Inform of advocacy services
Coordinate with medical and health providers
Facilitate transition plan to preschool
Service Coordination & IFSP Cycle
Eligibility Determination
IFSP 6-month review
Referral
Family & ChildAssessment
IFSP Meeting
Deliver Services
Start Services
Coordinate eval/assessment
Exit Services
Service Coordination & IFSP Cycle
Eligibility Determination
IFSP 6-month review
Referral
Family & ChildAssessment
IFSP Meeting
Deliver Services
Start Services
C
Exit Services
C
Service Coordination & IFSP Cycle
Eligibility Determination
IFSP 6-month review
Referral
Family & ChildAssessment
IFSP Meeting
Deliver Services
Start ServicesCoordinate & monitor services
Seek appropriate services
Coordinate with health providers
Exit Services
Service Coordination & IFSP Cycle
Eligibility Determination
IFSP 6-month review
Referral
Family & ChildAssessment
IFSP Meeting
Deliver Services
Start Services
Facilitate transition plan
Exit Services
Transition Planning
Facilitating development of a Transition Plan to preschool services
Organize and plan the Transition Meeting
Coordinating Services
Help Family Access Supports
ConnectFamily
To NeededSupports
Family Supports
Methods to Find Resources
Networking with professionalsNetworking with parentsResource directories by othersResource information you compileLocal mediaOther?
Most of the 7 SC Activities Are Completed While:
Coordinating IFSP cycleHelping families access needed
supportsCollaborating with others who are
co-serving the family
Continuously Seek Appropriate Services
YOU become the child’s advocate
YOU become the family’s advocate
YOU actively SEEK the answers to family questions and problems
YOU are proactive while remaining strengths based
YOU are a problem solving facilitator with a vision of possible solutions
Avoiding Burnout
Clarify your role Implement boundaries and don’t
cross themFacilitate the parent’s ownership Leave the concerns at work
The HEART Of It All
1.Where the child (and family) ARE
2. Where they WANT to go
3. What they NEED to get there
In Other Words…
1. Summarize where we are (CLD & CPR)
2. Come to agreement on priorities
3. Agree on child and family goals
4. Negotiate services to meet goals
Meet Jasmine
Case Study: Jasmine
Jasmine
What is Jasmine’s current
level of functioning?
IFSP Doc: Current Levels
Description of child current level function Cognitive Physical, includes
health, motor, vision, hearing
Communication Social-emotional Adaptive
Program choices: Pre-write or not Include test scores
or not Include age-
equivalency or not
Jasmine
What are concerns about
Jasmine and the Family?
IFSP Doc: Family CPR
IFSP must include statement of family’s concerns, priorities, resources (CPR)
Identify supports & services necessary to enhance family’s capacity to meet developmental needs of child
Program choices: How to write these How to indicate
priorities
Individualized Family Service Plan
Is a living document and
should be revisited regularly
Creating Meaningful Plans
Family’s
Desired Future
For Child
MeaningfulPlan
“Before beginning a long journey,
it is wise to know where you are going….that way you will know that you’ve arrived once you get there.”
Pooh Bear
Writing Outcomes
Jasmine
Potential Outcomes for
Jasmine and Family
Outcome Writing
AimProper nounObservable action verb
RoutinesMeasurable
IFSP Outcomes
Must include statement of major outcomes expected to be achieved for the child and family
Measurable (criteria, procedures, timeline as needed for measurability)
IFSP Outcomes
What does the family want to achieve?
Why is this important to this child and their family?
Can the outcome be embedded in the child and family’s routine?
Is it measurableSo what?
So What?
Best Practices in Identifying Outcomes
Outcomes are based on the family’s priorities
Outcomes are written within the context of routines/activities
Outcomes are developed through a team process
Outcomes are worded in ways that are understood by families
Not Good Outcomes
Jimmy will successfully cross the street in 4 out of 5 time attempts.
Beverly will walk up stairs by alternating feet twice a day.
Nancy will speak in two word sentences during 30 minutes of speech weekly.
Bobby will say ‘hello’ to classmates with 100% accuracy.
Functional Child Outcomes
Short-hand version of outcome
Routines this affectsSpecific behaviorCriterion for demonstration
How to Actually Say It
Handout
“Steps to Build a Functional Child Outcome”
Developing Functional Outcomes
Out of Context
She can use a neat pincer grasp
Meaningful
Gabriella will participate in breakfast, lunch and dinner by feeding herself, using her fingers to eat 2 finger foods at each meal.
Developing Functional Outcomes
Out of Context
She can weight shift in order to go up 3 steps
Meaningful
Amy will participate in play time, bed and bath time by walking up the steps in her house. We will know she can do this when she walks up the stairs by herself holding the wall or rail 3 times a day.
Meaningful
Amy will participate in playtime, bath and bed time by walking up the stairs in her house. We will know she can do this when she walks up stairs by herself, holding the wall or rail three times a day.
Developing Functional Outcomes
Out of Context
He will understand cause-effect
Meaningful
During Kevin’s bath time and afternoon free-time A.J. will play with his pop-up and ball toy. We will know he can do this when he plays for 10 minutes with his toys by himself five times a week.
Out of Context
She can follow a 2 step direction
Developing Functional Outcomes
Meaningful
Charese will participate in getting ready to go by getting her shoes and her coat when asked. We will know she can do this when she is asked, she takes her coat and shoes to Alisha or John one time a day for a week.
Family Outcomes
Outcomes for finding information or resources“Learn more about Dandy-Walker
Syndrome”Outcomes for family social-
emotional support “Get a break from caring for Jason”
Network and Infrastructure Outcomes
Further assessment outcomes“Find out if Mary’s condition has a
diagnosis”Acquisition of equipment or material
outcomesObtain a wheelchair and learn how to
use it”
Jasmine
Identifying services
IFSP Doc: EI Services
Specific EI services to meet needs of child & family to achieve outcomes
Frequency (# days or sessions)
Duration (hrs/min) Intensity (group or
individual) Setting (home, center,
community)
Program choices: Services mix How to write
frequency How to code certain
services (Family Training vs. Special Instruction)
Other?
Pointers about Services
The plan can (and will) be changed to meet changing child and family needs
The program is obligated to provide the services they promise on the IFSP
We are mandated to “enhance child’s development & minimize potential for developmental delay”
Natural Environment
“Natural Environments” means settings that are natural or normal for the child’s age peers who have
no disabilities.
Identified by the child’s multidisciplinary team, which
includes the parents
IFSP Doc: Natural Environment
The IFSP must include statement of the natural environments in which EI services will be provided.
Must include “justification of the extent, if any, to which the services will not be provided in the natural environment”
Pointers on Natural Environment
Justification statement is only needed for services which are provided to the CHILD and which are not provided in the natural environment
No Justification statement is needed for services to PARENTS
Must Make Sense!
Reasonable justification statement:Links to concernsLinks to outcomesThe service can actually address the
reason stated in the justification
Some Loose Ends
Other Services on IFSP
Family preparation for the IFSP meeting
How staff prepares for the IFSP
Main Purposes of Early Intervention
To meet the developmental needs of each child with a disability or developmental delay
Meet the needs of the family related to enhancing the child’s development
Linking parents, service providers and community agencies to ensure effective provision of services
Training parents and others regarding the provisions of those services
Recognize the family’s strengths Value and respect the family’s role The family knows their child best Encourage families to share their opinions
and ideas Share information Give families choices . . . . . . then respect the choice
the family has made Be open and honest
Developing Family Capacity
“A partnership is an association/relationship between two parties (families and professional) working together (collaborating) toward a common goal (meeting the needs of the family and child)”
-Dunst & Paget
Partnerships
Partnerships
One mom, Phyllis Magrab, declares:
“It is the system of services that is the case in need of management not the family or the child. Systems are best managed by communities and families are best managed by themselves!”
Home Visit Documentation
The HV report is MORE than
a record of service
It is actually a PART of the service
we provide to the family
Overall Standards
ProfessionalRelevantUsefulClear
Professional
Legible handwritingNeat and readableGrammar, spelling, punctuationAppropriate vocabularyObjective Strength based—positive
Relevant
Relates to family outcomesRelates to program purposesRelates to family situation
Useful
Has information of value to the family and program
Clear
Specific as to:Where WhenWhoWhyWhat
S – O – A – P
StatusObservations
ActivitiesPlan
Status – O – A – P
Purpose:Report on previous planUpdate family/child status
Delineates observed vs. reportedObjectiveUse “quotation marks”Includes family and child
S – Observations – A – P
Purpose:Document continued progressObjective data to support choice of
interventionsObjectiveRelevantWhat’s happening—what’s NOT
happening
S – O – Activities – P
Purpose:Document what was done at the
visit to show appropriate services
What was done—action words Pair it with observations
S – O – A – Plan
Purpose:Accountability—parent and staff
understand agreed plan of actionProvides continuity
Suggestions to familyAgreed action by staffAgreed action by familyNext visit time/dateNext visit content planning
Home Visit Report
HV Content:All form prompts
PLUS:Status ObservationsActivitiesPlan
Judged by these Standards:
ClearProfessionalRelevantUseful
JEOPARDY
The End!
Fill out Evaluation Forms
Certificates of attendance will be mailed to your program