Transcript July 2013 IFSP and Practice Manual Revisions

July 2013
IFSP and Practice Manual Revisions
April 29, 2013
May 3, 2013
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
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
Why Change?
Practice Manual
revisions reflect
the focus on
the three child
indicators from
referral through
discharge.
The revised
IFSP form
supports the
process, not
vice versa!
Improved process (integration of child
indicators) = improved results for
children and families!
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.
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
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.
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.
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.
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.
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
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.
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.
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.
b.
c.
d.
Intake
Assessment for Service Planning
Referral
All Steps – Referral, Intake, Eligibility and Assessment
for Service Planning
PM Chapter 7:
Completing the IFSP Form
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)
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
Section I: Child and Family Information
Section II: Team Assessment
Section II: Team Assessment
Section II: Team Assessment
Section III: Age & Developmental Levels
Transition Section
Signature Pages
Options were considered
for adding a place for each
participant to record the
number of minutes spent
during the ASP/ IFSP
Decision: Continue the requirement to
document via a contact note rather than
spaces on the form(s).
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
Poll Question
My local system plans to start using the new
IFSP form:
a.
b.
c.
d.
Now
July 1
Sometime in between
Undecided
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.
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
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.
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)
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)
Notice and Consent for Assessment for Service Planning
Parental Prior Notice
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
Questions?
Additional Resources and Support
• Infant & Toddler Connection Website
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
Beth Tolley
[email protected]
804-371-6595
Kyla Patterson
[email protected]