1. July 2013 IFSP and Practice Manual Revisions April 29, 2013 May 3, 2013 Infant & Toddler Connection of Virginia Practice Manual Infant & Toddler Connection of Virginia Practice Manual

2. Poll Question Did you attend the recent face-to-face training on Weaving Early Intervention Into A Child and Family’s Everyday Life? a.Yes b.No

3. Purpose of Webinar Provide information about integration of the three child indicators throughout the EI process, including revisions to the IFSP – Practice Manual revisions – Review changes to the IFSP – Implementation date Share information about other Practice Manual Revisions

4. Why Change? Improved process (integration of child indicators) = improved results for children and families! The revised IFSP form supports the process, not vice versa! Practice Manual revisions reflect the focus on the three child indicators from referral through discharge.

5. Practice Manual – Chapter 3: Referral “Early Conversations with Families” – Introduce the global child and family outcomes that drive early intervention – Begin gathering information about how the child is doing in relation to the three child indicators.

6. PM Chapter 4: Intake Topics to discuss with Families During the Intake Visit : – Emphasize purpose of EI: support children in developing positive social relationships, acquiring new skills, and learning how to get their needs met in the routines and activities that are important to the child and family. Begin conversation to get to know the child and his family, their activities and the family’s concerns

7. PM Chapter 4: Intake Begin noting functional information about the child’s participation in everyday activity settings, within routines and across settings Keep in mind the 3 global child indicators that will be the basis of the assessment for service planning if the child is eligible.

8. PM Chapter 5: Eligibility Determination Explain that the assessment for service planning will highlight: – Their child’s areas of strength and interest, and – Their child’s functioning Positive social-emotional skills and social relationships, Acquiring and using new knowledge and skills, and Getting his or her needs met.

9. PM Chapter 6: Assessment for Service Planning Purpose of assessment for service planning : – Determine child’s strengths and needs – Determine child’s functional status on the three child indicators – Identify family’s priorities, resources, concerns – Assist IFSP team in identifying supports and services necessary to address child’s unique needs – Determine entry ratings for the three child indicators based on child’s functional skills in comparison to same-age peers.

10. PM Chapter 6: Assessment for Service Planning Family assessment information helps team: – Identify child’s strengths and needs, – Understand family’s priorities in relation to the three child indicators, and – Identify opportunities for incorporating intervention strategies into the child’s and family’s life.

11. PM Chapter 6: Assessment for Service Planning Responsibilities of Other Early Intervention Service Providers: – Focus on function, rather than discreet skills. – Encourage family to describe their child’s functional participation across settings and situations – Participate in team determination of the child’s rating on the three child indicators. – Document assessment results in terms of the three child indicators

12. PM Chapter 6: Assessment for Service Planning A comprehensive assessment tool is used as an objective anchor, but Assessment documentation is focused on the child’s functional status in relation to the three child indicators.

13. PM Chapter 6: Assessment for Service Planning Use Child Indicators Booklet as a resource: – Provides scripts to assist in explaining the assessment and child indicator rating process to families. – Provides questions and prompts that can be used to guide team conversation about the child’s functioning in the three indicator areas.

14. Poll Question The child and family outcomes drive our interactions and conversations with families at which of the following steps in the EI process that we’ve discussed so far? a.Intake b.Assessment for Service Planning c.Referral d.All Steps – Referral, Intake, Eligibility and Assessment for Service Planning

15. PM Chapter 7: Completing the IFSP Form

16. What’s Different  Elimination of page numbers  Referral information, medical history and health status is first subsection  Family and Child Assessment are integrated  Routines are now listed prior to Concerns, Priorities and Resources (CPR)

17. What’s Different  Concerns, Priorities and Resources (CPR) have been listed individually  Child assessment section is separated into the three indicator areas  Place to record the indicator statement for each indicator area  Table for Present Levels of Development by domains  Assessment Sources added

18. Section I: Child and Family Information No Change

19. Section II: Team Assessment

22. Section III: Age & Developmental Levels

23. Transition Section

24. Signature Pages Options were considered for adding a place for each participant to record the number of minutes spent during the ASP/ IFSP Decision: Decision: Continue the requirement to document via a contact note rather than spaces on the form(s).

25. Implementation of the Revised IFSP It can be used now It must be used for all initial IFSPs and all Annual IFSPS beginning 7/1/2013 When can we use it? When do we have to use it?

26. Poll Question My local system plans to start using the new IFSP form: a.Now b.July 1 c.Sometime in between d.Undecided

27. PM Chapter 8: IFSP Implementation and Review Ongoing functional assessment as part of service delivery. – Consider child’s function in relation to the three child indicators Encourage family to observe and assess child’s skills, behaviors, and interests as a partner in ongoing functional assessment. Provide information to family and other team members on child’s current functioning and progress in the three child indicator areas, based on ongoing assessment.

28. PM Chapter 8: Annual IFSPs Summary of functional status in terms of the three child indicators Determination /documentation of child indicator ratings and progress Ongoing assessment is major assessment source

29. Completing and Documenting Exit Ratings Info Sources: parent report, assessment instrument, observation, etc. Documentation of progress (whether child has made progress since the initial assessment) Documentation Options: on Annual IFSP, IFSP Review form or contact note. C/B Option Collaboration: Entry ratings from local school division can be used as EI exit ratings if completed within 3 months.

30. Other PM Changes Documenting family’s preferred method of communication (Chapters 4 & 8): – At initial … yes – If it changes … yes – If it stays the same … no Confirming Medicaid eligibility monthly (Chapter 8)

31. Other PM Changes “Part C” revised to “Early Intervention” Documentation expectations for supervisors of EI Specialists (Chapter 12) Importance of coaching and monitoring effectiveness of strategies at every session (Chapter 8) Process and form changes for ASP (multiple chapters) Revision of Parental Prior Notice Form (Chapter 8)

32. Notice and Consent for Assessment for Service Planning

33. Parental Prior Notice

34. On the Website www.infantva.org Final revised chapters Track Changes versions – Practice Manual & Forms Page – Version Control Table … first item under Practice Manual heading Table of Contents coming Email blast

35. Questions? ? ? ? ? ? ?

36. Additional Resources and Support Infant & Toddler Connection Website www.infantva.org www.infantva.org Regional System Manager Meetings Sessions at Creating Connections for Shining Stars (July 2013) Infant & Toddler Connection of Virginia Monthly Technical Assistance Updates

37. Beth Tolley beth.tolley@dbhds.virginia.gov 804-371-6595 Kyla Patterson k.patterson@dbhds.virginia.gov beth.tolley@dbhds.virginia.gov k.patterson@dbhds.virginia.gov