Foundation Training for DC Early Intervention
Introduction
Purpose
The purpose of Foundation Training is to provide the early intervention service provider with the
necessary information to understand how Strong Start, the DC Early Intervention Program, implements
early intervention services within the context of the Individuals with Disabilities Education Act (IDEA),
Part C and other relevant laws, regulations, and mandates.
Learning Objectives
By completing the Foundation Training module, you will be able to describe
 IDEA, Part C
 The organization and administration of the Strong Start
 How the philosophy of family-centered care is applied in the District of Columbia
 Process of identification, referral and eligibility
 Role of the service coordinator
 IFSP process and document
 How early intervention is provided in natural environments
 The process of transition out of early intervention
Agenda
The Foundation Training module is divided into three parts:
 Part 1
Overview of Part C of IDEA
The Overview introduces you to the components of the Individuals with Disabilities Education
Act (IDEA) which guides the implementation of services to infants and toddlers with disabilities
or delays.
 Part 2
Organization & Administration of the DC, Part C System
This part describes the organization of Strong Start, the District of Columbia’s early intervention
program.
 Part 3
Components of Contemporary Early Intervention Practice
Key components of early intervention service delivery such as natural environments, eligibility,
transition are described in Part 3
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What do you already know?
What does early intervention look like?
Watch http://www.youtube.com/watch?v=Zwuyu5wS5c0&feature=c4-overviewvl&list=PLCBE09BD900359C53
What did you notice in this video?
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Part I: An Overview of the Individuals with Disabilities Education Act (IDEA), Part C
Learning Objectives: Part I
 Background information about IDEA, Part C
 Intent of IDEA
 Required minimal components that each state must provide
 Types of services provided to children under the law
History of IDEA.. What was the key point for IDEA during these points in history
 1976:
 1986:
 Section 619:
 Requirements of the states:
Individuals with Disabilities Education Act (IDEA)
 Individuals with Disabilities Education Act (IDEA)
For more information on IDEA see
 Federal Law with four main parts
http://idea.ed.gov/ or
 Part A General Provisions
http://nichcy.org/laws/idea/legacy/partc
 Part B Special Education (preschool, school)
 Part C Early Intervention
 Part D National Activities
Each State has a Part C, Infant and Toddlers Program (Early Intervention)
Family-centered, coordinated, comprehensive, care
Purpose of IDEA, Part C
 Enhance development
 Reduce costs
 Minimize institutionalization and maximize independence
 Enhance the capacity of families to meet their child’s needs
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Goals of providing services to young
children Participate in activities that they
would like to or are expected to
participate in
Interact with peers, family members, and
others creating a social network
Service systems must be family centered,
culturally and linguistically competent,
developmentally supportive, strengths
based, and promote children's
participation in their natural
environments. Comprehensive,
coordinated, and team based.
Individualized, flexible, and responsive to
the changing needs of young children and
families. Based on the highest quality
evidence available
Minimum Components of a Statewide, Comprehensive System of Early Intervention
 Definition of developmental delay
 Timetable ensuring services
 Multidisciplinary evaluation
 IFSP, Service Coordination, Transition
 Child Find
 Public Awareness
 Central Directory
 Maintain a Comprehensive System of Personnel Development (CSPD)
 Lead agency
 Policies related to contractors
 Procedures to release funds
 Procedural safeguards
 Personnel standards
 Data collection
Who receives early intervention?
Explore the Data Accountability Center https://www.ideadata.org/default.asp
What laws affect service delivery to infants & toddlers?
IDEA
Individuals with Disabilities Education Act
 Part C of IDEA
The Infant Toddler Program
Children from birth to age three who meet the DC definition of developmental delay are eligible for
services under Part C of IDEA.
MEDICAID
Title XIX of the Social Security Act
A federal-state partnership covering medical services for people who meet categorical and financial
eligibility criteria.
EPSDT
Health Check
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The Early Periodic Screening, Diagnosis and Treatment Program (EPSDT), known as “Health Check” in the
District of Columbia, entitles Medicaid-eligible children (birth to 21) to free periodic screens, diagnostic
assessments, and treatment as necessary. Health Check covers screening services such as: physical
exams; vision and hearing exams and treatment; dental exams and treatment; immunizations; lab work.
Full diagnostic exams and treatment plans are also covered when the screening identifies
problems/concerns/needs. The list of services includes:
 inpatient and outpatient hospital care and services
 inpatient psychiatric services for persons under age 21
 laboratory and x-ray services
 skilled nursing facility services
 family planning services
 physician's services
 federally qualified health centers and rural health clinic services
 services of optometrists, podiatrists, chiropractors, psychologists, & any other licensed practitioners
recognized by state law: dietitians, nutritionists, PT, OT, speech language pathologists, etc.
 home health services
 private duty nursing
 dental services
 all preventive services, defined as any service by a physician or licensed practitioner to promote
physical and mental health
 rehabilitative services in home or clinic to restore "best possible functional level"
 respiratory care services for ventilator-dependent children
 nurse-midwife services
 hospice care
 case management services
 pediatric nurse practitioner service
 any other care specified in regulations and policies issued by the Secretary of Health and Human
Services or recognized under state law.
States must provide necessary transportation and scheduling assistance.
DC Healthy Families Program
State Children's Health Insurance Program (CHIP)
Expands health insurance coverage to more children and working families. DC opted to expand its
Medicaid program by easing income eligibility guidelines and expanding automatic eligibility categories,
such as working families at 200% of the federal poverty rate (poverty guidelines) and cover children only
at 300% of the federal poverty rate. According to the poverty guidelines from the U.S. Department of
Health and Human. Find eligibility information for DC
https://www.dchealthyfamilies.com/Member/MemberHome.aspx
TANF
Temporary Assistance for Needy Families
Replaced the AFDC Program (Aid to Families with Dependent Children). Families receiving TANF also
receive Medicaid/Health Check benefits.
SSI
Supplemental Security Income
Provides financial assistance to children who meet Social Security disability and financial guidelines, and
in most states makes child eligible for Medicaid as well. In DC, children on SSI can choose to have health
care provided through a "special needs" managed care provider (The Net) or through straight Medicaid
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funding. To be eligible for SSI benefits a child must have “marked and severe functional limitations in
two (2) out of six (6) domains including health and physical domain”.
ADA
Americans with Disabilities Act
Guarantees people with disabilities equal access to transportation, state and local government services,
public accommodations, telecommunications and employment. Child-care programs that accept public
subsidies must comply with the ADA. All of the programs in DC that receive funding through the Child
Care Development Block Grant administered by the DC Early Care and Education Administration are
required to accept children with disabilities in accordance with the ADA.
CDBG
Child Care Development Block Grant
Provides funds to states to create a system of subsidized childcare for families who participate in the
TANF program and other families in need. Families of children with disabilities do not have to meet
income guidelines to qualify for a subsidized childcare slot. In the District of Columbia, the CDBG is
administered by the Office of the State Superintendent of Education, Division of Early Childhood
Education.
Early Head Start
Early Head Start
Early Head Start is the downward extension of the Head Start program. Early Head Start accepts
children from birth through three years of age. As with Head Start, ten (10) percent of the children
enrolled must have a developmental delay or disability.
Part I Summary
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Part C was described as a specific component of a much larger law, the Individuals with
Disabilities Education Act (IDEA).
Part C of the law describes what the minimal components are that each state must provide in
order to receive federal funds to support the program.
The intent of Part C was described
Basic information on other laws that impact services to infants and toddlers with disabilities
and/or delays were also defined
Notes:
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Part II Organization and Administration of Strong Start
Learning Objectives: Part II
 How the, DC Early Intervention Program, Strong Start is organized.
 The general contact information for Strong Start
 Mission of Strong Start
 The 7 components that Strong Start provides
DC Part C Lead Agency
Office of the State Superintendent (OSSE)
Division of Early Learning,
DC Early Intervention Program, Strong Start
Program Email: osse.dceip@dc.gov
Phone: (202) 727-3665
Fax: (202) 724-7230
Address: 810 First Street NE, 5th Floor Washington, D.C. 20002
Website: http://osse.dc.gov/service/dc-early-intervention-program
Mission of Strong Start
The mission of Strong Start, the DC Early Intervention Program is to identify and serve infants and
toddlers from birth through age two with developmental disabilities and delays, and their families. We
provide services in a caring manner that support the culture and meet the needs of families.
Maximizing the potential of children so that they can become contributing and valued members of
society as they grow into adults.
What does Strong Start Provide?
 Part C Program Administration: Intake, policies and procedures, contracts and agreements, data
collection and reports
 Child Find: Public awareness campaign, screening, evaluation
 Service Coordination: Initial and dedicated service coordination
 IFSP Development and EI Services
 Transition
 Procedural Safeguards: Mediation and due process
 Interagency Coordinating Council
Summary of Part II
Consistent with federal law (IDEA), the Strong Start program provides a comprehensive system of
supports and services to infants and toddlers with disabilities or delays and their families promoting the
child’s development and the capacity of the family to care for their child.
Part 3 of this module will described a variety of components that are indicative of contemporary early
intervention practice.
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Part III: Contemporary Early Intervention Practices
Learning Objectives: Part III
 Family Centered Care
o Cultural and linguistic competence
o Family rights
o Family assessment
o Procedural safeguards
o Conflict resolution
 Referral, Evaluation, and Assessment
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Service Coordination
Individualized Family Service Plan
Providing services in the Natural
Environment
Transitioning from Part C at age 3
Family-Centered Care
Families are big, small, extended, nuclear, multi-generational, with one parent, two parents, and
grandparents. We live under one roof or many. A family can be as temporary as a few weeks, as
permanent as forever. We become part of a family by birth, adoption, marriage, or from a desire for
mutual support. A family is a culture unto itself with different values and unique ways of realizing its
dreams. Together, our families become the source of our rich cultural heritage and spiritual diversity.
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Recognizes the family as expert on their child and the context in which their child develops
Requires family members and providers to collaborate
Honors diversity of family systems
Uses family strengths to create individual program plans and to help make decisions
Provides family to family support
Provides accessible service delivery systems
Cultural and Linguistic Competence (Goode & Jones, 2006)
 Culture (defined by family) is the primary system of support
 Families make choices based on cultural influences
 Systems mandate cultural knowledge as part of policy/practice
 Involves naturally occurring, informal supports and networks
 Individualizes services to meet needs of families
 Involves determining family’s cultural identity and levels of acculturation and assimilation
 Practice driven by culturally preferred choices
 Agency staff reflects make-up of population
 Equal access and non-discriminatory practices
Checklist for Assessing Adherence to Family- Centered Care (Wislon & Dunst, 2005)
This checklist is a tool that is help for early intervention providers or systems to reflect on their
interactions with a family. A rating system is used to reflect on a session or interaction with a family.
http://fipp.org/static/media/uploads/casetools/casetools_vol1_no1.pdf
How does Strong Start Support FCC?
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Family Centered
Cultural Competency
Definition
Family-professional partnership
honoring strengths, cultures, traditions,
and expertise of all
Values and beliefs from diverse perspectives are
honored and reflected in organizations and among
individuals
Key
Principles
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Families & professionals work
together
Everyone respects the skills,
expertise of others
Trust is fundamental
Communication and information
sharing
Decisions made collaboratively
Parties willing to negotiate
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Family as the constant in child’s life
Builds on family strengths
Honors cultural diversity and family
traditions
Recognizes importance of
community-based services
Promotes individual and
developmental approach
Encourages family-to-family and
peer support
Supports youth as they transition to
adulthood
Policies, practices, and systems are
family-friendly
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What it
Looks
Like
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Organizations incorporate cultural knowledge into
policy making, infrastructure and practices
Equal access and non-discriminatory practices in
service delivery
Services are matched to the unique needs of
individuals, children, families, organizations, and
communities
Family is defined by each culture & is the primary
system of support and preferred intervention
Family/consumers are the ultimate decision
makers for services and supports for their children
and/or themselves
A defined set of values and principles, and
demonstrate behaviors, attitudes, policies and
structures that:
Value diversity
Conduct self- assessment
Manage the dynamics of difference
Acquire and institutionalize cultural knowledge
Adapt to diversity and the cultural contexts of the
communities they serve
Linguistic Competency
Capacity of organizations & individuals to communicate
effectively & be easily understood by diverse audiences
(limited English proficiency, low literacy, not literate,
disabilities, deaf/hard of hearing)
 Services and supports delivered in preferred
language and/or mode of delivery
 Written materials translated, adapted, and/or
provided in alternative formats
 Interpretation and translation services comply with
all relevant Federal, state, and local mandates
governing language access
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Organization has policy, structures, practices,
procedures, resources such as:
Bilingual/bicultural or multilingual/multicultural
staff
Cross-cultural communication approaches
Cultural brokers
Foreign language
interpretation/translation services including
distance technologies
Sign language interpretation services
TTY and other assistive technology devices
Computer assisted real time translation (CART) or
viable real time transcriptions (VRT)
Print materials in easy to read, low literacy, picture
and symbol formats
Materials in alternative formats
Materials developed and tested for specific
cultural, ethnic and linguistic groups
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What is Family Assessment?
A voluntary process used to identify and gather information related to the family concerns, Priorities and
Resources for program planning
Why do Family Assessment?
 Can help establish rapport with family
 Makes IFSP process & service provision more family-centered
 Helps provider to tailor intervention to child and family and develop outcomes
 Provides understanding of family system
 Helps family to identify their strengths
Components of Family Assessment (CPR)
 Concerns: Areas that family members identify as needs, issues, or problems they want to address as part
of the IFSP process
 Priorities: Family’s agenda and choices for how early intervention will be involved in family life.
 Resources: The strengths, abilities, formal and informal supports that can be mobilized to meet family
concerns, needs or outcomes
Tools Used to Gather Information during a Family Assessment
 Assessment, Evaluation, and Programming System
 Routines Based Interview,
 Ecomapping
Benefits and Challenges to Family Assessment
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What are the Rights of Families under Strong Start?
 Evaluation
 Coordinated Plan -IFSP
 Consent
 Prior Notice
 Privacy
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Review Records
Information that is understandable
Advocate
Disagree
Complain
How are Family Rights Protected under Strong Start?
 Dedicated Service Coordination
 Procedural Safeguards
 Mediation
 Due Process
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Initial and Dedicated Service Coordination
 Activities carried out by a service coordinator to assist and enable a Part C eligible child and the child's
family to receive the rights, procedural safeguards and services that are authorized to be provided under
the Strong Start.
 Service coordination is an active, on-going process and is provided by sub-grantee agencies
 Coordinates all services across agencies, single point of contact for Strong Start for families, assists families
to obtain services, facilitate timely delivery of services and anticipates needs/services
 Two types:
o Initial Service Coordinator: Serves family from intake through initial IFSP
o Dedicated Service Coordinator: Single point of contact serving families from initial IFSP through
transition and trouble shoots service delivery with family
More on service coordination in a minute…… family-centered care is ensured by giving and explaining family’s
rights.
Procedural Safeguards
What are Procedural Safeguards?
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Procedural Safeguards are "rules of fairness"
Why are the Procedural Safeguards important?
Assure that:
 Early intervention services are provided in a voluntary and nondiscriminatory manner.
 Family members have access to the information they need to play an active role in decision-making about
the delivery of early intervention services for their child.
 Family members' preferences regarding services are respected and considered in the planning of those
services.
What rights do procedural safeguards guarantee for families?
 To consent to assessment, evaluation and services;
 To receive notice of their rights;
 To receive notice of a change in services;
 To review and correct records;
 To require that private information be kept confidential;
 To have complaints resolved by an impartial decision-maker.
What does informed consent mean?
 Families must receive information they need to make responsible decisions about services for their child.
 Information should be provided about the purpose of the service, the methods to be used, and any
possible consequences of the service.
 Explanations and information should be provided to parents in their native language or in a format that
they can understand.
 Early intervention services are "voluntary". Services or evaluations cannot be provided without the
parent's informed consent.
 As a general rule, it is required under Strong Start that written consent be obtained from a parent
whenever consent may be needed, even if consent can be implied by some action of the parent.
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How do families find out about their rights?
 Written and oral notice of rights should be given to a family when:
o The family is first told about Part C;
o The initial evaluation and assessment are proposed;
o Eligibility is determined;
o A new or continuing IFSP is developed;
o A change is proposed in placement or delivery of services identified on the child's IFSP.
 If the vendor changes the delivery of services due to a personnel shortage, payment or any other reason
Strong Start must be notified in writing as well as the parents.
See Families Have Rights http://osse.dc.gov/publication/families-have-rights-idea-part-c-procedural-safeguards
What should families do when they have a complaint about services?
Informal resolution
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Families should speak with the service provider or program director first about concerns to see whether
the problems can be quickly and informally resolved.
Families can also speak to their assigned dedicated service coordinator for assistance with the provider.
If there are still concerns, families can speak with the Infants and Toddlers with Disabilities Office Early
Intervention Specialist assigned to monitor their child’s case and
If that fails, families can speak with the Supervisory Early Intervention Specialist at the Infants and Toddlers
with Disabilities Office for assistance.
Mediation
 Alternative to the formal hearing system and formal written complaints
 Parties resolve disputes involving any matter relating to identification; screening; evaluation; assessment;
eligibility determination; the development, review and implementation of the IFSP; and the failure to
respect parents procedural rights.
 A conversation facilitated by a neutral third person. The mediator will help families and service providers
discuss their interests, concerns and hopes in a supportive and creative environment.
 Voluntary on the part of the parties and cannot be used to deny or delay a parent's right to a due process
hearing or deny any other rights afforded by IDEA.
 The goal of the mediation is mutually satisfactory resolution.
 The parties decide whether the resolution will work for them.
 Conducted by a qualified, impartial mediator
Due Process
 A procedure to go through if the family feels that the services their child is receiving are not appropriate.
 A legal hearing where the family and either the EI or the special ed. system are at odds.
 A due process hearing is usually held following other attempts at resolving disagreements.
 Prior to going through a due process hearing the family is encouraged to follow a chain:
o Speak to service provider, including service coordinators, to resolve specific difficulty;
o Request mediation from a third party;
o Request a due process hearing to have an impartial hearing officer examine the facts and review
the case.
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What can providers do to help ensure that procedural safeguards are meaningful?
 Ongoing support to families
 Create a partnership with families. Find creative strategies to engage the families in every aspect of their
child's early intervention experience.
 Provide written and verbal information detailing rights on a continuous basis. Parents' rights may need to
be repeated often and woven into everyday conversations to show how a particular right applies to
situation, rather than just stated in a broad overview.
 Parents are always encouraged to informally work out differences with providers or Strong Start about
services. However, they may request a due process hearing at any time.
How do parents request mediation, a hearing, file a formal complaint?
 To request mediation or a hearing, a parent can call the OSSE Student Hearing Office 202-698-3819;
parents will also need to request the hearing in writing.
 A parent or a provider also has the right to file a formal system complaint. This should be done in writing
with details about the circumstances surroundings the complaint
 Direct complaints to: OSSE Monitoring and Compliance Division of Special Education at (202) 727-6436 or
osse.ideastatecomplaints@dc.gov at 810 First Street NE, 5th Floor, Washington, DC 20002.
Who is the Mediator and What does She Do?
 She is: a neutral person who facilitates the resolution between parties.
 She: controls the process, the parties control the substance of the mediation; provides an environment
that allows for productive, honest conversation; helps the parties develop their interests, explore issues,
generate options, evaluate proposed solutions.
 When an agreement is reached in mediation, it is more likely that all parties share a mutual understanding
of the agreement.
 Mediation can also be obtained through the OSSE Student Hearing Office
http://osse.dc.gov/service/request-mediation
Advantages of Mediation
 Mediation costs less financially and emotionally.
 Mediation is less formal than other dispute resolution structures.
 Parties in mediation are able to tell their stories.
 Mediation allows parties to create and maintain problem-solving relationships.
 Parties are more likely to uphold agreements that they help create.
 Mediation can be helpful as an alternative to due process and in more informal disputes and
misunderstandings when parties need some assistance communicating effectively with one another.
To request mediation or more information about mediation, contact Strong Start
Identification, Referral & Eligibility
Public Awareness
 Preparation and dissemination of information and materials http://osse.dc.gov/service/strong-startcampaign
 Focus on the early identification of eligible children
o Strong Start
o Child Find System
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o
Central Directory
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Public Awareness Activities
o Outreach
o Communicates and collaborates with other agencies
o Public relations: Radio, television and print messages (Metro stops)
o Pamphlets and posters for service provider offices
o Toll-free telephone service
o Part C grantees
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Some or all EI Materials are in several languages: English, Spanish, Vietnamese, Chinese, Amharic
o Strong Start Road Map
o Infant and Toddler Developmental Chart
o Strong Start Fact Sheet
o Central Directory of Services for Parents of Infants and Toddlers with Developmental Delay
o Families Have Rights
o Screening and Referral information and forms
o DC Early Intervention Program Frequently Asked Questions (FAQs)
o Part B and Part C Materials
o Child Find Phone Line: 202-727-3665
o DC Child Find Brochure
o DC Child Find Reference Guide
Child Find
Comprehensive system of policies & procedures to ensure that all children identified who may be eligible for
Part C are referred to Strong Start and evaluated to determine eligibility.
 Child Find Phone Line- 202-727-3665
 Child Find Contractors: Provide information, out-reach, identification, screening and training
 Public Agency Collaboration
o Healthy Start
o Community Health Administration
o Metabolic Screenings
o New Born Hearing Screening
o Child and Family Services Administration
Outreach
 Hospitals
 Public agencies
 Child care providers
 Neighborhood associations
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Physicians
Health care professional associations
Health fairs
Referral
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Eligibility
Under Part C of IDEA an infant/toddler is eligible to receive early intervention services if he or she has:
1) delays in cognitive, physical, communication, social or emotional, or adaptive development;
2) a physical or mental condition that has a high probability of resulting in developmental delay;
3) at a state’s discretion, being at risk for having substantial developmental delays if early intervention
services are not provided.
In DC, Strong Start has determined that:
 a child must have a 25% delay in two or more areas of development or
 a 50% delay in one or more areas of development or
 have a condition that has a high probability of resulting in delay or disability or
 an evaluating clinician must have given their Informed Clinical Opinion that the child is at high risk of
developing a disability
Determining Eligibility
Developmental Delay
 Multidisciplinary evaluation with two or more disciplines
 Eligibility criteria. The child can meet eligibility through the
o percent delay criteria: 50 % delay in one or more areas of development (physical, cognitive,
adaptive, social-emotional, language)
o informed clinical opinion (atypical development, tonal abnormalities, etc.)
o conditions with a high probability of delay (chromosomal abnormality, metabolic disorder, sensory
impairment, etc.).
Diagnosed Conditions: diagnosed or documented physical or mental conditions known to result in
developmental delay or atypical development including genetic conditions, sensory impairments, motor
impairments, neurologic conditions, sociocommunicative conditions (autism spectrum disorders, reactive
attachment disorders, Rett syndrome), medically related conditions (cleft palate, lead intoxication, very low
birth weight and limited prematurity conditions), and acquired trauma related conditions (TBI).
http://gucchdgeorgetown.net/ucedd/documents/ELIGIBILITY%20DIAGNOSES.pdf
Eligibility Evaluation
 Gather Information
o Developmental and medical history
o Family assessment information
o Present levels of development
 Use standardized developmental evaluation tools/tests
 Based on all the information gathered, eligibility is determined
 IF eligible, the evaluation team conducts an assessment of child’s strengths & needs
o Information used for program planning
o Team uses the Assessment, Evaluation Programming System (AEPS)
Assessment versus an Evaluation
 According to IDEA, Part C an evaluation is a multidisciplinary process completed to determine eligibility for
EI services
 According to IDEA, Part C, an assessment is an on-going process of information collection to determine
strengths and needs of the child across domains.
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The assessment process helps the service provider to determine appropriate methodologies needed to
address the outcomes on the IFSP.
The assessment process is used to determine what the barriers are to accomplishing the outcome to
create treatment plans addressing those needs.
Evaluation= determine eligibility
Assessment= determine function, strengths, and needs
Role of the Service Coordinator
Initial Service Coordinators (ISC)
 Serve as single point of contact to help families through initial phases of early intervention;
 Coordinate with OSSE, Strong Start administration, evaluation providers and family;
 Make home visit and conduct the family assessment following referral and intake;
 Coordinate eligibility evaluation and if child eligible, AEPS assessment of strengths and needs;
 Assist parents of eligible children to gain access to the early intervention services and other services
identified in the Individualized Family Service Plan (IFSP);Provide the family assessment and coordinate
information for the initial IFSP process;
 Ensure family’s rights
Dedicated Service Coordinators
 Coordinate all services across agency lines;
 Serve as single point of contact to help children obtain the services they need;
 Assist parents of eligible children to gain access to the early intervention services and other services
identified in the Individualized Family Service Plan (IFSP);
 Coordinate the provision of early intervention services and other services (such as medical services for
other than diagnostic and evaluation purposes) that the child needs;
 Facilitate the timely delivery of available services; and
 Continuously seek the appropriate services and situations necessary to benefit the development of each
child being served for the duration of the child's eligibility.
Individualized Family Service Plan
Purpose
 Document the coordinated plan developed to promote the infant/toddler’s development in the context of
the family’s identified concerns and priorities
 The plan documents how the team will promote participation of the child in his/her family’s routines and
daily life incorporating the resources identified by the family
 The plan documents how the team will assist the family in making decisions for their own child to foster
positive development
 In the context of the family’s identified needs, priorities and concerns
Individualized Family Service Plan (IFSP)
 Most important document in early intervention
 Drives the shape and content of service provision
 The common thread for all other documentation
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The Individualized Family Service Plan (IFSP) is both a process and a document intended to assist families and
professionals in a community in their combined efforts to meet the developmental needs of a young child with
special needs from birth to age three.
Benefits to the Family
The IFSP assures families:
 a predictable process for discussing & documenting the child's and family's changing needs;
 family-centered services: the child's needs & the needs of the whole family are considered;
 a focus on outcomes deemed most important to the family;
 a "living" document that changes and grows as the needs of the child and family change;
 a written plan of who will do what, when and where for a 6- to12-month period of time;
 both family and professional input to the development and implementation of plans;
 access to available educational, medical, & social services in a community to help the family & their child;
 the expertise of professionals from many disciplines including: physical, occupational and speech therapy,
social work, nursing, nutrition, audiology, psychology, child development and education, and coordination
of those special services across agencies and professionals in a manner useful to the family.
Benefits to the Providers
 The IFSP allows providers from different agencies and different professions to:
 engage family members as colleagues in a team effort to help the child develop;
 access family expertise and knowledge about the child's preferences and needs;
 share their expertise with the family and with each other ;
 reduce redundancy of information and service, and prioritize efforts;
 discuss shared interests for the child and family; and
 understand the context of the family in which the child is living and growing.
Process
 Referral
 Evaluation
 Eligibility determination
 Invitation to IFSP
 Pre-work
o Family’s rights
o Evaluation results
 IFSP meeting
 Service Provision
 Follow-up
Time lines
 Initial IFSP- 45 days from Strong Start referral
 Review every 6 months
 Renewal every year
IFSP Pre-Work
Written invitation is sent at least 5 days ahead
Has the ICS and/or evaluation team explained to the
family:
 Their rights?
 The evaluation information?
 The results of the evaluation?
 The purpose of the IFSP meeting?
Is the family prepared to help determine outcomes?
 Family and team collaborate to determine
outcomes
Who needs to be invited to the meeting?
 Parents and their invitees (family, advocate,
other support)
 DSC (if initial IFSP meeting)
 Medicaid representative (if
appropriate/relevant)
 Evaluation providers and/or service providers
IFSP vs. IEP
For children with disabilities ages 3 to 21 years in DC, the public schools are required to establish an Individualized
Education Program (IEP) to outline the plan for implementing special education and related services.
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For children under the age of 3 years with disabilities, an Individualized Family Service Plan (IFSP) must be developed to
outline the intent of multiple agencies and service providers to assist the parents in meeting the needs of their family
and child. A Service Coordinator is responsible for development and coordination of the IFSP services. The IFSP and
the IEP have some similarities but also some important differences.
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Components of the IFSP and IEP
IFSP (Ages under 3)
Statement of the child’s levels of development across
all developmental domains.
Statement of the family’s and child’s strengths and
needs, resources and priority concerns.
Statement of major outcomes expected in the next 612 months for the child and family with functional
criteria to measure the progress of each outcome.
Statement of services necessary to meet the needs of
the child and family, including services from
education, health and social service agencies as well
as informal networks and resources.
The projected dates for initiation and duration of
each service across agencies, and the frequency,
intensity, location and structure of each service.
A statement justifying the use of settings other than
“natural environments”.
A listing of persons responsible for implementation of
individual services as well as parties (persons or
agencies) responsible for payment of services.
Name of the Services Coordinator.
Steps to be taken to support smooth transition of
needed services to preschool-age programs and
systems for ages 2-6.
Participation in the IFSP development meeting must
include at least:
 The child’s parents
 Other individuals as requested by parent
 Family/child advocate at parent request
 Service Coordinator
 One member of the evaluation team
Ensure that content of IFSP reflects parental
concerns, is developed in conjunction with parents,
builds on and utilizes family strengths and resources
and addresses family needs as well as child needs.
IEP (Ages 3-21)
Statement of the student’s present level of
development or educational performance.
Statement of the student’s needs.
Statement of annual goals describing anticipated
student behavior and a statement of measurable
benchmarks or short-term objectives with
appropriate criteria and evaluation of achievement of
goals and objectives.
Statement of specific special education and related
school services to be provided to the student by
school-supported personnel.
The projected date for initiation, frequency and
anticipated duration of school services.
A statement justifying the use of settings other than
the regular classroom with non-disabled children.
A list of individuals responsible for implementing the
IEP services.
Steps to be taken to support a smooth transition
from school based services to the community
beginning at age 14.
Participation in the IEP meeting must include at least:




The student’s parents
One member of the MDT
The student (when appropriate)
A representative of school district qualified to
provide or supervise the services outlined
 The student’s teacher
 Non-Public School representative (when
applicable)
 Others at the invitation of parent or district
Ensure that the student’s parents are members of
any group that makes decisions about the student’s
educational placement of their child.
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Types of IFSP’s




Elements of an IFSP Document
 Front page (demographic info, participants)
 Child’s developmental status
 Family Information: Statement of the family’s resources, priorities, concerns with their permission
 Determination of child and family outcomes
o Remember Assistive Technology!
o Determination of the strategies and providers
 Services needed to meet the outcomes and the natural environment
 Determination of any other “ non-entitled” service linkages
 Development of transition plan for children 2 years, 6 months of age or older
Outcomes
What is expected to be achieved for the child and family based on family priorities, concerns and resources
 Understandable
 Functional
Activity
Evan’s Story
 Natural environment
http://www.cde.state.co.us/resultsmatter/RMVideoSeries_JustBeingKids.htm
 Measurable
Click on Evan’s story Think about the IFSP outcomes, strategies
 Include assistive technology
and services for the next segments
* Outcomes are not services
Determination of Measurable Outcomes (Randall & McEwen, 2000)
 How will everyone know?
 Criteria: who will do what how well, under what conditions?
 By when?
High Quality Outcomes (Rush & Sheldon, 2009)
 Include
o Family priorities
o What the child will do
o Words that are understandable
 State
o The function or participation expected
o The routine of the day
o The measurement used to determine if the outcome is met
Strategies and Activities
 What can the family do now to get started on the outcome (be specific!)
 Put the activities in the context of their routines and day
Early Intervention Services
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Services required to meet all of the outcomes delivered by qualified personnel at an intensity and frequency to
meet the outcomes. The assistive technology needed to meet the outcome is considered here.
 What services are needed to meet the outcomes?
 What intensity and frequency is needed to meet the outcomes?
 Who is best from the team to meet the needs?
 Not determined by diagnosis or developmental area, but expertise in the area of need
 What about assistive technology?
What are the Early Intervention Services According to IDEA, Part C?
EI services are more than physical therapy, occupational therapy or speech-language pathology. They are
determined by answering one question: “What services are needed to meet the outcomes documented on the
IFSP?”
 Family education and counseling, home visits, and parent support groups
 Special instruction
 Speech pathology and audiology
 Occupational therapy
 Physical therapy
 Psychological services
 Nursing services
 Nutrition services
 Social work services
 Vision services
 Assistive technology devices and services
 Service coordination
o Required for all children eligible for EI
Service Linkages
Does the family need linkages to non-entitled health, social or other services to function and meeting the
outcomes? IDEA, Part C requires we provide information and a plan to link a family to these services.
Notes:
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Intervention in Natural Environments
What are natural environments?
Where children without disabilities learn and grow: locations, routines and learning opportunities
Examples of a natural environment for a child birth through two years of age



Why are we required to provide services in the natural environment?
 Reinforces family-centered care
 Interactions and activities within familiar places are natural loci for learning to occur thus generalization
of skills more likely to occur
 Enhances relationships between therapists and families
 Provides modeling and support to caregivers
 Mandated by Part C of IDEA
Video: Just Being Kids
Activity
Watch the following videos at
http://www.cde.state.co.us/resultsmatter/RMVideoSeries_JustBeingKids.ht
m
Jannella
 What are some of the most important elements of this successful intervention?
 What did you like about this intervention?
Blake
 Do you think this was “real therapy”? If not, what modification could you make to these activities more
therapeutic?
Evan
 What are some challenges and benefits of collaborating with other professionals in your role as a
consultant?
Goal of providing services within a natural environment
Enhance the child’s environmental control, participation and interaction
 Routine, planned, child-initiated
 Embedded in natural learning opportunities
 Logical and part of the family’s and caregivers’
routine
 Generative
 Recommended by respected professionals
 Empirical
 Asset and interest-based





Promotes participation
Builds competence of caregivers
Develops relationships
Is a resource and support
Is Contextual
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Routine, planned,
child-initiated
Services in natural environments are provided by:
 Identify schedule of day, including routines
 Select preferred routines
 Build upon natural strategies of providers
 Use easily available materials
 Provide suggestions to vary, expand activity
 Implement plan with team
 Monitor-progress-revise-adjust-gather feedback
Embedded into
natural learning
opportunities
Generative
Logical and part of
the family’s and
caregiver’s routine
Questions & answers to help focus on naturally occurring learning opportunities:
1.
2.
3.
4.
5.
6.
7.
8.
Transition
What is Transition and What are Transition Services
 A process used to assist children and families exiting Part C, Early Intervention system to Part
B/DCPS or other appropriate programs or services
 Identified formal step-by-step process
 Encourages family participation
 Keeps families informed of options and logistics
 Requires participation of every early intervention agency

Transition services are provided when children leave Strong Start
 Relocating
 Obtaining Part B services
 Accessing other programs and/or services (including child care)

Minimum Components
 Involvement of family
 Notify appropriate LEA of children in Part C system
 Convene transition conference with Part B representation in at least 90 days prior to 3rd birthday
to:
o review program options, needs
o establish a transition plan: steps to be taken to assure a smooth transition
Included on IFSP
Preschool services under Part B or other appropriate services


Why provide transition services?
 Assures that the children continue to receive appropriate services and supports
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



Provides information to families assisting them to make wise decisions
Provides continuity of services and supports as children enter DCPS or other appropriate programs
Helps Strong Start and DCPS remain accountable
Mandated by IDEA
Where are children transitioned? Places & Services
 Places
o Community Childcare
o Head Start
o Public School (DCPS)
o Public Charter Schools
o Independent Charter
o Private School
 Services
o Related Services
o Special Education
o Transportation
o Assistive Technology
DC OSSE Early Childhood Transition Guidelines are available at
http://osse.dc.gov/publication/early-childhood-transition-guidelines
Timelines (Nutshell Version)
 Age 2 yr remind and inform families
 Age 2 yr 3 mo list sent to Part B (LEA notification)
 Pre-work for planning
o Parental consent
o Gather information and inform family
 2 yr 6 mo conference invitations
 2 yr 7 mo conference takes place, plan made
 2 yr 8 mo Part B assessment/eligibility and check progress
 2 yr 11 mo IEP meeting if needed
 3 yr Transitioned occurs on or before except for children eligible for special education whose
families elect to stay on an IFSP up to the age of 4.
DSC Role in Transition
 Explains Family Rights to family
 Adheres to timelines
 Conducts pre-meeting work
o Family Rights
o Has family sign appropriate consents and other forms
o Gathers pertinent family/child information such as assessments, progress reports,
observations)
o Informs LEA
o Sets meeting and sends invitations
 Facilitates meeting
 Follow up and implement plan
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Summary Part III
Part 3 highlighted the major components of contemporary EI practice. Family centered care provided in
the natural environment was stressed as the foundation for early intervention practice. Contemporary
services are evidence based and require team collaboration, integration of services and the belief that al
children can and will learn if services are designed to promote participation in daily life.
Summary of Key Points
PL 99-457, the Amendments to the Education of the Handicapped Act (EHA), was signed into law in
1986. These Amendments reauthorized the EHA and included a national agenda to increase and
improve services for young children with special needs, birth to 6 years of age, and their families. In
1990, the law was renamed the Individuals with Disabilities Education Act, or IDEA. IDEA was
subsequently updated in 1991, 1997, and 2005. Two major portions of IDEA are particularly critical to
the expansion and improvement of services to infants, toddlers, and preschoolers: Part C, the Infant
and Toddlers with Disabilities Program, and Part B, Section 619, the Program for Preschoolers with
Disabilities.
Infant and Toddlers with Disabilities Program
IDEA is the law most people refer to when they speak of early intervention for infants and toddlers with
disabilities. IDEA, Part C provides funds to states, jurisdictions, and the District of Columbia to develop,
implement, and maintain a system of comprehensive, coordinated, multidisciplinary, interagency
programs for all eligible children with disabilities, birth through 2 years of age.
IDEA charged the governor of each state or jurisdiction (mayor of the District of Columbia) to appoint a
lead agency within the state/district to plan and oversee the operation of the comprehensive system.
Additionally, an Interagency Coordinating Council (ICC) is appointed by each governor/mayor to advise
and assist the state’s lead agency. Each ICC has an appointed chairperson and is composed of various
agency, service provider, university, family, and consumer representatives.
According to IDEA, the funds provided through the U.S. Department of Education are not intended to
pay for all early intervention services for eligible infants and toddlers. Rather, grant funds are provided
to states to develop collaborative systems of services and to oversee the implementation of those
services. In essence, IDEA challenges states to work collaboratively to design and expand a familycentered, responsive, culturally competent, and high-quality service system in the child’s natural
environment.
Child identification, evaluation for eligibility, ongoing assessment, service coordination, IFSP
development, and procedural safeguards are provided at no cost to families. Other services may be
financed in a variety of ways, including sliding fees, third-party payment, or local, state, and federal
funds.
Eligibility
Children are eligible for services who (a) have certain conditions which have a high probability of
resulting in developmental delay (such as Down syndrome, cerebral palsy, spina bifida), or (b) meet the
state’s definition of developmental delay. States also may elect to serve children at risk for
developmental delay as defined by the state/district.
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Family Centered
IDEA emphasizes and protects the family’s roll in their child’s program. The evaluation team and the
family together decide what combination of services will best meet the family’s needs based on the
family’s resources, concerns, and priorities. These services and resources are listed on an Individualized
Family Service Plan (IFSP). The IFSP identifies the supports and services necessary to enhance the
family’s capacity to meet the developmental needs of their infant or toddler. The child’s parents or
guardians are members of the team.
Within 45 days of the initial referral to Strong Start the evaluation and assessment process must be
completed and an IFSP meeting held. Ongoing assessment procedures monitor the child’s development
and the family’s changing needs. Procedural safeguards protect each family’s rights within the service
system, including confidentiality, consent, access to records, and complaint resolution.
Natural Environment
Natural environments are defined in the Federal regulations as settings that are natural or normal for
the child’s age peers who have no disabilities
The regulations further state that early intervention services must be provided in natural environment
(e.g. the home, childcare centers, or other community settings) to the maximum extent appropriate to
the needs of the child.
The report language, which accompanies the legislation, provides additional clarification on the term
natural environment. When group settings are utilized, the infant or toddler with a disability should be
placed in groups with age peers without disabilities, such as plan groups, day care centers, or whatever
typical group setting exists for infants and toddlers without disabilities.
The IFSP process requires that the natural environment be discussed and a determination made based
upon the individual needs of the child and family. The natural environment for a specific child is
determined by the IFSP team, which includes the parent. This must be recorded on the IFSP form (34
CFR 303.344 (d)(ii)).
Minimum Components of a Statewide, Comprehensive System of Early Intervention
1.
Definition of developmental delay.
2.
Timetable for ensuring appropriate services to all in need.
3.
Timely and comprehensive multidisciplinary evaluation of needs of children and families.
4.
Individualized family service plan and service coordination services including transition.
5.
Comprehensive child find and referral system.
6.
Public awareness program.
7.
Central directory of services, resources, and research and demonstration projects.
8.
Comprehensive system of personnel development.
9.
Single line of authority in a lead agency designated or established by the Mayor to carry out:
a. General administration and supervision
b. Identification and coordination of all services are provided pending resolution of any
disputes.
c. Assignment of financial responsibility to the provider pending resolution of any disputes.
d. Entry into formal interagency agreements
10.
Policy pertaining to contracting or making arrangements with local service providers.
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11.
12.
13.
14.
Procedure for securing timely reimbursement of funds.
Procedural safeguards.
Policies and procedures for personnel standards.
System for compiling data on the early intervention program.
Visit us on Twitter (GUUCEDD) and the DC CSPD Portal @
http://learningei.org/cspd.html
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HELPFUL REFERENCES &RESOURCES LIST
Eligibility
The Early Childhood Technical Assistance Center (ECTA Center)
Part C Eligibility http://ectacenter.org/topics/earlyid/partcelig.asp
Best Practice in Natural Environments
North Carolina Early Intervention Services
Growing Up Naturally: Early Intervention in Natural Environments
http://www.ncei.org/ei/pdf/GrowingUpNaturally.pdf
The Early Childhood Technical Assistance Center (ECTA Center)
Natural Environments http://ectacenter.org/topics/natenv/natenv.asp
Workgroup on Principles and Practices in Natural Environments (2008) Seven Key Principles: Looks
Like/Doesn’t Look Like. Chapel Hill, NC: Frank Porter Graham Institute, University of North Carolina.
http://www.nectac.org/~pdfs/topics/families/Principles_LooksLike_DoesntLookLike3_11_08.pdf
Family Centered Care
National Center for Family-Centered Care. (1989). Family-centered care for children with special health
care needs. Bethesda, MD: Association for the Care of Children's Health.
The Early Childhood Technical Assistance Center (2010). Family-Centered Principles and Practice Chapel
Hill, NC: Frank Porter Graham Institute, University of North Carolina.
http://ectacenter.org/topics/families/famctrprin.asp
Cultural and Linguistic Competence
National Center for Cultural Competence (NCCC). (n.d.). Conceptual frameworks/models, guiding voices,
and principles. http://nccc.georgetown.edu/foundations/frameworks.html
Goode, T. (2009). Promoting cultural and linguistic competency: Self-assessment checklist for personnel
providing services and supports in early intervention and early childhood settings. Unpublished
manuscript.
Evaluation and Assessment
Current Standards for the Assessment Process of Children with Special Needs
http://www.education.com/reference/article/standards-assessment-children-disabilities/
The Early Childhood Technical Assistance Center, Recommended Practices for Assessment in Early
Childhood Setting http://www.nectac.org/topics/earlyid/RecPractices/recpractices_home.asp
Part C Eligibility and Data Based Assessment Decisions
http://www.kskits.org/ta/Packets/PartCEligibilityPDF/BestPrac2009.pdf
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Screening, Evaluation, and Assessment in Part C and Part B
http://ectacenter.org/topics/earlyid/screeneval.asp
Eligibility Resources
State rules, regulations and policy links http://ectacenter.org/partc/statepolicies.asp
State eligibility definitions http://www.nectac.org/~pdfs/pubs/nnotes21.pdf
Family Assessment Tools
Family Outcomes Survey http://www.fpg.unc.edu/~eco/pages/tools.cfm
Mc William, R.A., Casey, A.M., & Sims, J. (2009). The Routines-based interview: A method for gathering
information and assessing needs. Infants & Young Children, 22, 224-233.
http://www.siskin.org/www/docs/112.190/
Screening Tools for Infants and Toddlers
The Early Childhood Technical Assistance Center: Screening, Evaluation and Assessment
http://ectacenter.org/topics/earlyid/screeneval.asp
Screening for Social and Emotional Concerns, Technical Assistance Center on Social and Emotional
Intervention http://www.challengingbehavior.org/do/resources/documents/roadmap_1.pdf
American Academy of Pediatrics Policy and Algorithm for Developmental Surveillance and Screening
http://pediatrics.aappublications.org/content/118/1/405.full and
http://www.medicalhomeinfo.org/how/clinical_care/developmental_screening/implementing/
Center for Disease Control and Prevention, Facts About Developmental Screening Tools
http://www.cdc.gov/ncbddd/childdevelopment/screening.html
Early Intervention Web Sites
Collaborative Early Intervention National Training e-Resource http://center.uncg.edu/
Council for Exceptional Children (CEC) http://www.cec.sped.org/
Culturally and Linguistically Appropriate Services (CLAS) http://www.clas.uiuc.edu/
The Early Intervention Research Institute http://www.eiri.usu.edu/
Family-guided Approaches to Colloaborative Early Intervention Training and Services (FACETS)
http://facets.lsi.ku.edu/
IDEA Partnership http://www.ideapartnership.org/
National Child Care Information and Technical Assistance Center http://occ-archive.org/
The Early Childhood Technical Assistance Center http://ectacenter.org/
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NICHD Cochrane Neonatal Home Page http://www.nichd.nih.gov/cochrane/Pages/default.aspx
Puckett Institute: Early Childhood Research Institute http://www.puckett.org/centers.php
Therapists as Collaborative Team Members for Infants/Toddlers Community Services (TaCTICS)
http://tactics.fsu.edu/
US Department of Health and Human Services/The Administration for Children and Families
http://www.acf.hhs.gov/
Routines Based Interview Information http://www.siskin.org/www/docs/112.190
Zero to Three http://www.zerotothree.org/
Primary Service Provider Model (PSP)
Using Primary Service Providers & Coaching in Early Intervention Programs. Definition and
Characteristics of Primary Coach Approach to Teaming: Moving beyond Multidisciplinary Practices.
http://www2.ku.edu/~kskits/ta/Packets/UsingPrimaryService/Definition.pdf
Using Primary Service Providers & Coaching in Early Intervention Programs. Implementing a Primary
Service Provider/Coaching Model.
http://www2.ku.edu/~kskits/ta/Packets/UsingPrimaryService/Implementing.pdf
Coaching
Coaching in Early Childhood: Frequently Asked Questions
http://www.coachinginearlychildhood.org/nlefaq.php
Rush & Shelden (2005). Evidence-Based Definition of Coaching Practices, CASEinPoint, Vol. 1, No 6.
http://www.fippcase.org/caseinpoint/caseinpoint_vol1_no6.pdf
Rush & Shelden (2006). Validity of the Coaching Practices Rating Scale, CASEinPoint, Vol. 2, No 3.
http://www.fippcase.org/caseinpoint/caseinpoint_vol2_no3.pdf
Rush & Shelden (2008) Common Misperceptions about Coaching in Early Intervention, CASEinPoint, Vol.
4, No 1. http://www.fippcase.org/caseinpoint/caseinpoint_vol4_no1.pdf
Shelden & Rush (2007). Characteristics of a Primary Coach Approach to Teaming in Early Childhood
Programs, CASEinPoint, Vol. 3, No 1. http://www.fippcase.org/caseinpoint/caseinpoint_vol2_no3.pdf
Legal Requirements for IFSPs and IEPs
Building the Legacy: IDEA 2004 Individualized Education Program
http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalArea%2C1%2C .
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Family Support and Participation
ECTA Center: Assuring the Families’ Role on the Early Intervention Team
http://www.nectac.org/~pdfs/pubs/assuring.pdf
Family Voices http://www.familyvoices.org/
Family's Rights and Procedural Safeguards under IDEA
http://www.teachingei.org/toolkit/factsheets/Family_Rights.pdf
National Dissemination Center For Children with Disabilities: Parent Groups
http://nichcy.org/families-community/help/parentgroups
Turnbull, Summers, Turnbull, Brotherson, Winton et al (2007). Family supports and services in early
intervention: A bold vision. Journal of Early Intervention 29, 187-206.
http://www.aucd.org/docs/FamilySupports.pdf
Transitions
The Early Childhood Technical Assistance Center: Educational Transitions from Part C to Part B.
http://www.nectac.org/~pdfs/topics/transition/TRANSITION_REGS%20BY%20STEPS_05-1608_FINAL.pdf
Additional Resources
A Guide to the Individual Education Program (Archived)
http://www2.ed.gov/parents/needs/speced/iepguide/index.html
Index of OSEP Policy Documents on the Education of Infants, Toddlers, Children and Youth with
Disabilities http://www2.ed.gov/policy/speced/guid/idea/index.html
Kansas Inservice Training System: Family Participation in the IFSP/IEP Process, The IFSP/IEP Meeting
http://www.kskits.org/ta/Packets/EnhancingFamilyPartPDF/Meeting.pdf
Planning and Prevention Strategies Reduce Problems at IEP Meetings
http://www.bridges4kids.org/articles/2005/10-05/Greenbaum9-05.html#top
Parent Checklist http://www.decsped.org/uploads/docs/about_dec/recommended_practices_tools/Parent%20Checklist.pdf
Responsiveness to Family Cultures, Values, and Languages http://www.decsped.org/uploads/docs/about_dec/position_concept_papers/PositionPaper_Resp_FamCul.pdf
Early Intervention in Natural Environments http://naturalenvironments.blogspot.com/
Aligning IEP's With State Standards and Accountability Systems
http://www.k8accesscenter.org/training_resources/aligningieps.asp
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Supporting Parents During The IEP/IFSP Process
http://eclkc.ohs.acf.hhs.gov/hslc/ecdh/Disabilities/Working%20with%20Families/Parenting/disabl_caf_
00005_093005.html
State Specific Information http://nichcy.org/state-organization-search-by-state
Consensus Building in IEP/IFSP Meetings http://www.specialed.us/pl-07/pl07-ps.html
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Child’s Name _________________________DOB___________ISD# _________
HELP ME GROW, Early Intervention of Washington County
SERVICE COORDINATION CHECKLIST
(Date Completed)
ASSESSMENT OF FAMILY NEEDS
_____________ Give and explain intake folder to family at first home visit
_____________ Assure family assessment is completed to identify the family concerns,
priorities and resources (CPR)
_____________ Make referrals for immediate family needs to:
________________________________ ________________________________
________________________________ ________________________________
_____________ Assure documentation of family concerns, priorities and resources
(CPR) on Assessment Summary Report (ASR) and/or IFSP
_____________ Help family identify and choose outcome(s) to include on IFSP based
on family CPR
_____________ Assure family outcomes are included on IFSP
_____________ Inform family of rights with all agencies involved
_____________ Inform family of availability of advocacy services
_____________ Give and explain HELP ME GROW binder to family
CONNECTION/ADVOCACY
_____________ Complete Interagency Release of Information
_____________ Send for medical records, share with team members, as authorized by family
_____________ Assist family to make referrals to state and community resources:
_________________________________________________________________
_____________ Assist family to connect to informal resources:
_________________________________________________________________
_____________ Coordinate & connect with child’s other service providers: (Therapy, PHN, DD)
_________________________________________________________________
Provide family with contact list of Interagency Team Members
MONITORING IFSP
_____________ Assure evaluation/assessment and IFSP are completed within 45-days
_____________ Assure all interagency team members are invited to the IFSP meeting,
per family request
_____________ Meet with family to reassess family CPR:
______________6 month review date
_____________ Annual review date
_____________ Update Interagency Release of Information (annually)
TRANSITION
_____________ Assure transition goal is included on IFSP 90 days prior to 3rd BD
_____________ Notify team of transition meeting due dates between:
_____________ 2 year 3 month date
_____________ 90 day prior to 3rd birthday date
_____________ Assure transition meeting is set up with interagency team members:
_____________ Transition meeting date
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