Chase Bolds, M.Ed, Part C Coordinator, Babies Can’t Wait program Georgia’s Family Outcomes Indicator # 4 A Systems Approach Presentation to OSEP ECO/NECTAC Child & Family Outcomes Meeting July 30, 2010

ACCESS Access to affordable, quality health care in our communities RESPONSIBLE Responsible health planning and use of health care resources HEALTHY Healthy behaviors and improved health outcomes DCH Mission

DCH Initiatives FY 2011 Continuity of Operations Preparedness Customer Service Emergency Preparedness Financial & Program Integrity Health Care Consumerism Health Improvement Health Care Transformation Public Health Workforce Development

Family Outcomes APR Indicator # 4 Percent of families participating in Part C who report that early intervention services have helped the family: A. Know their rights B. Effectively communicate their children’s needs C. Help their children develop and learn

Family Outcomes in Georgia The Georgia Part C early intervention program completes the Family Outcome Survey for every family when transitioning from the program. The Georgia Part C early intervention program began collecting data March 1st, 2006.

Family Outcomes in Georgia The overall goal of early intervention in Georgia is to empower families to help their child reach their highest developmental potential in their natural environment.

Family Outcomes in Georgia Georgia Part C has developed a systematic approach to support families using family – centered principles.

A Systematic Approach to Support Families in Georgia Professional Development activities for providers Local Interagency Councils Families as partners and professionals Parent Educator and training activities Program monitoring activities Assessment tools

Professional Development Activities for Providers Training on Evidence-Based Practices in Early Intervention by Sheldon and Rush – Ensures providers working with families understand their role is to support the family that families can enhance their child’s learning with appropriate supports and resources that children learn best during their everyday routines, interacting with family and interest-based activities

Professional Development Activities for Providers Technical Assistance in the Primary Service Provider teaming method of service delivery has continued following the regional provider team trainings to district EICs and all service providers. Technical assistance provided through contracts with the University of Georgia, Valdosta State University and Dr. Dathan Rush and Dr. M’Lisa Sheldon.

Supporting Families through Best Practice Frequently Asked Questions: The Service Coordinator and the Primary Service Provider (PSP) Approach is available to families and early interventionist through the state web sites and/or local programs. – Includes discussions of the service coordinators role in the PSP approach as well as discussions regarding how the PSP visits include utilizing the child’s natural environments and activities and/or routines.

Supporting Families through Best Practice Georgia Part C program is presently over 87% implemented statewide in using the teaming and coaching approach in supporting families.

Supports for Families through Local Interagency Councils The LICC brings together families and agencies from the community to share their experiences, knowledge and resources to provide the best and most effective early intervention system for their community.

Supports for Families through Local Interagency Councils Being a member of the LICC parents have an opportunity to network with other families and professionals, advocate for services for their children in a group effort, and learn about resources in their community.

Supports for Families through Local Interagency Councils LICC provides an opportunity to talk about tough issues facing parents with children with special needs in a supportive environment. – It is also a forum to allow parents to discuss what their needs are to others who may face the same issues.

Parents as Partners and Professionals in Early Intervention Georgia’s Comprehensive System of Personnel Development (CSPD) includes Project Skilled Credentialed Early Interventionist (SCEIs)

Professional Development Activities for Providers Project SCEIs trains BCW personnel using family –centered principles.

Parent Educator Activities BCW parent educators have monthly direct parent contact and focus their interactions with BCW families to educate them about best practices, processes, and most of all provide families with additional supports and resources.

Parent Educator Activities As a liaison between the parents served by the Part C program and BCW, parent educators help ensure that the a major CSPD component is implemented effectively.

Parent Educator Activities Parent are employed as paid staff to promote family center partnerships, collaborate with local and state EI personnel and enhance cultural sensitivity within the Part C program.

Program Monitoring Activities Parent educators are part of the program monitoring teams which conduct site visits. The parent educator serves in a parent representative role conducting all interviews with parents, LICC chair and members as well as the district parent educator.

Assessment Activities Determination of Eligibility report IFSP –family and child routines and interest

Assessment Beginning at the intake process and throughout IFSP development, families are encouraged to discuss the child and families strengths, interest, concerns and daily routines.

Determination of Eligibility SECTION D1: BABIES CAN’T WAIT EVALUATION AND ASSESSMENT REPORT Family/Caregiver Priorities Family/Caregiver Routines/Activities Observed

Assessment Some local Early intervention programs throughout Georgia use the “Early Preschool Interest –Based Everyday Activity Checklist” – Assists in promoting involvement of the child in the everyday life of the family – Assist in identifying learning opportunities that are part of the child's interest and routine

IFSP Development Section 3 of the IFSP assists the IFSP team in identifying the wide range of routines, activities, and settings in which the child is involved.

IFSP Development Information gathered guides the team in planning all steps of the early intervention process from evaluation and assessment through program planning (IFSP development) and implementation (intervention).

IFSP Development Each step of the process is linked to the routines, activities, and settings identified by the family.

In Conclusion The goal of Georgia Part C program is to empower families with infants and toddlers with special needs to reach their highest developmental potential.