Natural Environments. T he IFSP team determines if it is necessary to consider providing services outside of the natural environment. Remember: Parents.

Slides:



Advertisements
Similar presentations
Delaware Building BLOCKS EARLY CHILDHOOD MONITORING – INSTRUCTION – ACCOUNTABILITY SYSTEM FOR YOUNG CHILDREN Delaware Special Education Meeting September.
Advertisements

CMHW Outcome-based Standards for Rights and Dignity General Provider Requirements Outcome-based Standards The Six Outcomes Quality Assurance Reviews.
IFSP and Functional Outcome and Goal Development
Provider Onboarding Series 1 By: Brenda Amos-Moss and Donna DeSanto
Team Meetings in Early Intervention Provider Onboarding Series 4 By: Brenda Amos-Moss and Donna DeSanto.
School Social Work: Ensuring Student Success Connecting Schools, Families & Community Removing Barriers to Education Slide show based on documents from.
C ontent of the IFSP Produced by NICHCY, In this module, you’ll learn:  Why the IFSP is so important in early intervention  The 8 types of information.
Ideas from the Outcomes Think Tank. Gather family’s concerns and general information about child following program procedures Use 3 global outcomes as.
Top ten non compliance findings from the Office for Exceptional Children from their Special Education Onsite Reviews.
NEW YORK CITY EARLY INTERVENTION PROGRAM FAMILIES AS PARTNERS.
10/16/2014 Dr. Y. Xu 1 ECSE 602: Instructional Programming for Infants and Young Children with Disabilities Developing Individualized Family Service Plan(IFSP)
Individualized Family Service Plan-IFSP The Individualized Family Service Plan (IFSP) is a process of looking at the strengths of the Part C eligible child.
July 2013 IFSP and Practice Manual Revisions April 29, 2013 May 3, 2013 Infant & Toddler Connection of Virginia Practice Manual Infant & Toddler Connection.
Activity. Lunch Time Activity Discuss at your table: –How is information about your district Special Education Services provided to parents? –Does your.
Michigan Medical Home.
By: Andrew Ball. What do school psychologists do? School psychologists work to find the best solution for each child and situation. They use many different.
Understanding your child’s IEP.  The Individualized Education Plan (IEP) is intended to help students with disabilities interact with the same content.
Early Childhood Information Sharing Toolkit for Community Providers.
How to Get the Most Out of Parent-Teacher Conferences
Speakers Dr. Blanca Enriquez, Director, Office of Head Start
Produced by NICHCY, 2014 Procedures for the of the IFSP D evelopment R eview, E valuation & Module 5.
Diane Paul, PhD, CCC-SLP Director, Clinical Issues In Speech-Language Pathology American Speech-Language-Hearing Association
PIWI Philosophy Developed by Tweety Yates at the University of Illinois.
Developed by Tweety Yates at the University of Illinois
Raise Your Child’s Attendance, -Raise their Chances!
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.
INDIVIDUALIZED FAMILY SERVICE PLAN-IFSP. IFSP The Individualized Family Service Plan (IFSP) is a process of looking at the strengths of the Part C eligible.
Sarah Walters - Part C Coordinator KDHE Tiffany Smith - Part B ECSE Coordinator KSDE 1.
©2015 Cengage Learning. All Rights Reserved. Chapter 19 Planning Transitions to Support Inclusion.
Families, Professionals, & Exceptionality: Positive Outcomes Through Partnerships & Trust, 6e Turnbull / Turnbull / Erwin / Soodak / Shogren ISBN:
Teamwork! Creating a Positive Partnership with Parents Janet K Peterson
1 Transition Complete Planning Centers are located in all CMSD Schools –Memorandum of Understanding (MOU) was developed with the union –District-wide consistency.
CD10: Children with Special Needs Chapter 5: Intervention.
WHAT DOES MEDICAL HOME MEAN TO YOUR FAMILIES. Medical Care is just part of our lives.
Concurrent Permanency Planning. Concurrent Permanency Planning (CPP) The process of working towards reunification while at the same time planning an alternative.
The Relationship of Quality Practices to Child and Family Outcomes A Focus on Functional Child Outcomes Kathi Gillaspy, NECTAC Maryland State Department.
Performance Plan Meeting Attendance Child Study: Full Time Staff (>30 hours/week) are expected to attend 85% of Child Study meetings. Part.
07/20/2007 State Performance Plan Indicators Jessica Wolf Infant/Toddler and Family Services Office of Early Childhood Education and Family Services Michigan.
Home Visiting Newbies Training. Disciplinary Roles Service Coordinators Service Coordinators Intake Intake Service coordination Service coordination Facilitate.
CT Speech Language Hearing Association March 26, 2010.
Clinton County RESA Early On ® Training & Technical Assistance Higher Education Introduction to: Developing Functional IFSP Outcomes to Meet the Unique.
1 Making a Commitment to Innovation: Supporting Families Through Effective Service Integration 2005 OSEP National Early Childhood Conference February 7,
SAS Student Assistance Services Pierce Early Childhood School Fall 2007.
©2012 Cengage Learning. All Rights Reserved. Chapter 19 Planning Transitions to Support Inclusion.
 ask in writing for evaluation; keep a copy of the request  explain child’s problems and why evaluation is needed  share important information with.
How to Involve Families in the Child Outcome Summary (COS) Process Debi Donelan, MSSA Early Support for Infants and Toddlers Katrina Martin, Ph.D. SRI.
WestEd.org HELP GUIDE: Classrooms and Quality Improvement Plans (QIPs) in the Toby Database.
What’s New for Transition to Special Education Services? Paula E. Goff, Part C Coordinator May 23, 2013.
Universal GO 4 IT Training. Welcome and Introductions.
Module 3 Early ACCESS Process Section 3 Evaluation and Assessment Iowa Department of Education.
Section 7 Plan of Action and Developing Functional, Measurable IFSP Outcomes.
Individual Family Service Plans vs
Infants & Toddlers with HL Chapter 14
Evaluating Quality in Inclusive Infant-Toddler Care
Team Meetings in Early Intervention
Provider Onboarding Series 1 By: Brenda Amos-Moss and Donna DeSanto
IFSP Aligned with the Early Intervention Data System
What is the role of a school psychologist?
IFSP and Functional Outcome and Goal Development
Child Outcomes Summary (COS) Process Training Module
Child Outcomes Summary (COS) Process Training Module
How to Talk to Families about the 3 Global Outcomes and the EI Program
Section 3 Evaluation and Assessment Documentation that Informs the 3 Global Outcomes and Eligibility Determination Facilitator’s Notes: Handouts used in.
Individual Family Service Plan
Improvement Project Memo Learning Objectives
A non-profit organization providing support to North Carolina parents and professionals for more than 25 years.
How to Talk to Families about the 3 Global Outcomes and the EI Program
Implementing the Child Outcomes Summary Process: Challenges, strategies, and benefits July, 2011 Welcome to a presentation on implementation issues.
Welcome to the Workshop!
Implementing the Child Outcomes Summary Process: Challenges, strategies, and benefits July, 2011 Welcome to a presentation on implementation issues.
Presentation transcript:

Natural Environments

T he IFSP team determines if it is necessary to consider providing services outside of the natural environment. Remember: Parents are part of the IFSP team. Make sure we have documentation how they are apart of the process. If the IFSP team considers the child/families needs and concerns, priorities and resources and determines that to meet the individual needs of the child, services must be provided in a location that does not meet the definition of “natural” is necessary, then it is defensible under the law. If we are “honestly” and “authentically” following this process then we are in compliance.

Team Process Step 1 (Question) Questions to ask when thinking about bringing a child into center-based services. 1.What is the reason that a child’s progress/goals are not being met in their natural environment? 2.Has “satisfactorily” progress for the infant or toddler been made in a natural environment? Do we have documentation of lack of progress or concern that is not being met in NE? -Review goals -Document concerns on home visit notes -Documentation of team discussion on child study notes

2. Have we seen the child long enough to determine that they need center-based services? Best practice: Work with the child for 3+ months before considering center-based services.

3.Could we better address this goal through increased frequency in the natural environment? Best practice: Increase intensity in the home then re-address progress in a few months. (e.g. move from 1 x a month to 2 x a month)

Step 2 (Goals) Goal(s) for center-based services Should have a goal on IFSP to address the goal that shows the skill working on in the class room and how they will be able to implement in their Natural Environment.

Example A child who has extremely difficult behaviors. Parents report it is difficult taking the child to neighborhood playgroups. Goal Examples Bill will decrease hitting other children so that he will be able to interact with peers in his neighborhood playgroup. Parents will learn strategies/tools to help Bill interact with other children so that he will be able to interact with peers in his neighborhood playgroup.

Adding Goals Whose responsibility is it to add the goal? In child study the team will determine which team member will add the goal with the family. Service Coordinator – responsibility to follow- up and make sure a goal is placed on the IFSP.

Step 3 Justification Statements “a justification of the extent, if any, to which the services will not be provided in a natural environment”. A justification statement may be reflective of the family’s concerns and priorities, or a determination that the natural environments are not conducive to achievement of the child and family outcomes. No individual member of the team may unilaterally determine the setting for service delivery.

Justification Statement Example Parents are concerned about Bill’s social skills because he is no longer allowed to attend neighborhood playgroups due to his behaviors/interactions with the other children. KOTM playgroup provides a safe, controlled environment with professional support to teach parents strategies/tools to manage Bill’s behaviors in a safe place before generalizing to his natural environments.

Services Playgroup should always have a START and STOP time indicating we have a timeline in place to return services to the natural environment.

Removing Playgroup KOTM internal Policy If a child has missed class 2 weeks in a row without contacting KOTM staff the facilitator of the class will contact the family to see WHY. If it is a new kid the Primary Provider will call the family. If the child misses another week (making it 3 weeks in a row). He/she will be removed from class on the IFSP. On the 4 th Monday of the month playgroup kids will be discussed to catch any kids that need to be removed. Parents need to be made aware of our policy in advance.

Questions?