1. F irst C onnections home and community-based early intervention for families of infants and toddlers birth to the third birthday DDS-Children’s Services

2. in a variety of settings “... to enable young children to be active and successful participants during the early childhood years and in the future in a variety of settings—in their homes with their families, in child care, in preschool or school programs, and in the community.” Overarching Goal of Early Intervention (0-3) and Early Childhood Special Education (3-5)

3. What is Early Intervention? Early intervention (EI) supports the early learning of infants and toddlers. States’ early intervention programs are governed by: The Individuals with Disabilities Education Act (IDEA), Part C Office of Special Education Programs (OSEP)

4. What is First Connections? First Connections First Connections is the state-wide, comprehensive early intervention program in Arkansas under Part C of the Individuals with Disabilities Education Act (IDEA). Our Mission: First Connections collaborates with families to facilitate the child’s active participation in family and community activities. Early intervention is linked to specific family goals which support their child’s learning and development. You may also hear the early intervention program called:

5. What is Early Intervention? Early intervention (EI) is a process of planned activities and strategies to promote “brand new skills” babies typically develop during the first three years of life, such as: physical (reaching, rolling, crawling, and walking) cognitive (thinking, learning, solving problems) communication (talking, listening, understanding) social/emotional (playing, feeling secure and happy) self-help (eating, dressing)

6. Child Outcomes Positive social-emotional skills (including social relationships) Acquisition and use of knowledge/skills (including early language, communication and pre-literacy) Use of appropriate behavior to meet needs The Office of Special Education Programs (OSEP) requires State’s to collect data to show how early intervention helps children 0-5 make progress in these three broad outcome areas (goals or results). These foundational skills allow children to arrive to kindergarten ready to learn and succeed.

7. What is Early Intervention? Early intervention is designed to meet the needs of infants and toddlers who have a developmental delay or disability while offering education/training to help parents understand their child’s developmental abilities in order to promote their child’s development.

8. Family Outcomes Families know their rights and advocate for their child Families know their rights and advocate for their child Families understand their child’s abilities and special needs. Families understand their child’s abilities and special needs. Families help their child develop and learn. Families help their child develop and learn. Family Outcomes (results) data is collected through an anonymous annual survey that families can complete online or on paper. The Office of Special Education Programs (OSEP) requires State’s to collect data to show how early intervention supports families in helping their child learn and know their rights in order to advocate for their child.

9. Principles of Early Intervention All children, no matter what their physical, cognitive, or emotional level of development, need meaningful opportunities to develop skills, establish a sense of self, and lay a foundation for life- long learning. All children learning together fosters the potential of every child; children with disabilities have the right to play and learn alongside children without disabilities.

10. IDEA Governs How States’ Part C Programs Operate IDEA Part C requires: maximum extent appropriate to the needs of the child, settings in which children without disabilities participate "to the maximum extent appropriate to the needs of the child, early intervention services must be provided in natural environments, including the home and community settings in which children without disabilities participate." (34 CFR §303.12(b))

11. What is “Natural Environment?” IDEA (Individuals with Disabilities Education Act) Part C defines “natural environments” as settings and routines that are typical for a same-aged child without a disability. §303.26 within family routines and activities.” §303.26 “...allows for and supports providing services within family routines and activities.”

12. What is “Natural Environment?” Natural environments are more than a place. Providing services in natural environments involves providing children with multiple opportunities to practice skills throughout the day as they communicate what they want, see, do, and enjoy during common everyday activities with familiar people in familiar circumstances.

13. IDEA Part C Requirements §303.12(b)(3) EI providers §303.12(b)(3) consulting with and training parentsand others “...are responsible for consulting with and training parents and others concerning the provision of early intervention services described in the IFSP of the infant or toddler with a disability. provide family members with the tools to facilitate a child’s development even when a teacher or therapist is not present Additionally, this consultation and training will provide family members with the tools to facilitate a child’s development even when a teacher or therapist is not present.”

14. Why is “Natural Environment” Important in EI? Research indicates that infants and toddlers lack generalization skills to transfer skills from one setting to another setting. Young children learn best by doing – by participating in everyday experiences and interacting with familiar people. ZerotoThree.org

15. Parent Involvement Active family/caregiver participation in the early intervention process is critical to a child’s development. Families receive support and training from qualified early intervention service providers..

16. The Role of Parents Families are a child’s first teacher. Families take an active role in early intervention, learning about their child’s unique strengths, abilities, and needs to promote their child’s development through naturally occurring learning opportunities. Parents are a valuable part of their child’s IFSP team along with a service coordinator and other EI professionals.

17. How does our state’s early intervention program under Part C operate? Early Intervention in Arkansas – First Connections

18. How do I make a referral? 800-643-8258 A toll free number is available for the public and providers who have questions: 800-643-8258 Referrals can be faxed in to the Referral Unit: 501-683-4745 Fax: 501-683-4745 Anyone can refer a child under 36 months of age for early intervention when a developmental delay is suspected.

19. Children ages birth to thirty- six months: diagnosed physical or mental condition Who have a diagnosed physical or mental condition that has a high probability of resulting in a developmental delay. F IRST C ONNECTIONS : E LIGIBILITY

20. OR -- one or more areas of development. Whose multidisciplinary evaluation results demonstrate significant developmental delay in one or more areas of development. F IRST C ONNECTIONS : E LIGIBILITY

21. A significant delay is defined as 25% of the chronological age or greater in one or more of the following areas of development: physical (including hearing and vision) physical (including hearing and vision) cognitive cognitive communication communication social or emotional social or emotional adaptive skills adaptive skills Eligibility is determined by the Individualized Family Service Plan (IFSP) team at the meeting to go over the results of the developmental evaluation. Appropriate testing, observations, and informed clinical opinion are used to determine whether a child is eligible for the program. Testing/evaluations are not intended to diagnose medical conditions. Evaluations assess areas of strength and areas of need for the purpose of early intervention program planning. What is a “developmental delay?”

22. OR -- Informed clinical opinion (observation). F IRST C ONNECTIONS : E LIGIBILITY Informed clinical opinion cannot contradict evaluation results but may be used to “add to” results. The EI professional will review pertinent medical documents and any other family concerns from the child’s social history.

23. What if my child isn’t eligible? Families whose child is determined not eligible will be referred/linked to available local resources to meet identified needs and family priorities. F IRST C ONNECTIONS : E LIGIBILITY Parents can request a home program to work with their child at home and request a re-evaluation in 3-6 months if concerns are still present. Parents also have the right to dispute the decision through either mediation or due process.

24. IDEA Governs How States’ Part C Programs Operate What is an “IFSP?” An Individualized Family Service Plan, or IFSP, is a plan created with the family that identifies the major outcomes (goals) expected to be achieved for the child and family and intervention strategies (objectives or action steps) to meet those goals. The early intervention supports and services needed to meet the functional IFSP goals are also listed on the plan. The IFSP team reviews the plan and child progress quarterly and a new plan is developed annually. IDEA Part C requires every infant/toddler to have an IFSP

25. What is Early Intervention? Supports and services a family receives must meet documented child development needs and boost the family’s capacity to enhance their child’s development during the learning opportunities that occur in the family’s ordinary routines and activities. Services are provided where children and families are: at home, places the family goes, or at the child’s daycare.

26. How the process “works” 1. Concern identified and referral is made to EI. 2. Initial Contact: Service Coordinator contacts family, answers questions, schedules meeting for “intake” 3. “Intake” Parents’ Rights information sharing. Consent obtained. 4. Developmental Evaluation Child & Family Assessment (strengths & concerns) 5. Initial IFSP Meeting within 45 days of referral (#1). Review eval results, determine eligibility, if eligible, develop goals with the family (IFSP). 6. Early Intervention Services needed to meet functional IFSP goals must begin (with parent consent) within 30 days (of #5).

27. IDEA Governs How States’ Part C Programs Operate What is a “service coordinator?” IDEA Part C guarantees each family “service coordination” as part of EI services. The service coordinator serves as the family’s “go-to person.” Your family’s service coordinator is responsible for facilitating the process and organizing IFSP meetings at times and places convenient to the family, making requested referrals, and providing information about early intervention and child and family rights. Your service coordinator will guide you in planning and coordinating transition if your child is approaching the third birthday and still has special learning needs. (34CFR 303.23)

28. Turning Three What happens when a child turns three but still has needs? IDEA Part C requires that a transition plan be made with the family and that a “transition conference” be held between 27 and 33 months of age. These transition activities provide families an opportunity to learn about and discuss options for early learning (3-5) options in their area and to have a plan in place prior to the third birthday. Options may include (but are not limited to) preschool special education services (Part B), HIPPY, private preschool or child care, Head Start, private therapy services, and/or other community programs.

29. Preschool or school aged children receive special education services through Part “B” of IDEA. The Department of Education is the lead agency. If a parent has a concern about his/her child’s development and/or learning, contact the school district in the area where the child resides or the local educational cooperative (EC) for that region. What if a child is already over three? https://arksped.k12.ar.us/index.html

30. What if I have more questions? Department of Human Services Division of Developmental Disabilities Services P.O. Box 1437, Slot N504 108 East 7th Street Little Rock, AR 72203 Phone: (800)643-8258 Tracy Turner, Part C Coordinator tracy.turner@dhs.arkansas.gov tracy.turner@dhs.arkansas.gov Ravyn Hawkins, Staff Development & Policy Coordinator ravyn.hawkins@dhs.arkansas.gov ravyn.hawkins@dhs.arkansas.gov