July 2013IFSP and Practice Manual Revisions

April 29, 2013 May 3, 2013

Infant & Toddler Connection

of Virginia Practice Manual

Infant & Toddler Connection

of Virginia Practice Manual

Poll Question

Did you attend the recent face-to-face training on Weaving Early Intervention Into A Child and Family’s Everyday Life?

a. Yesb. 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?

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.

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 QuestionThe 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. Intakeb. Assessment for Service Planningc. Referrald. All Steps – Referral, Intake, Eligibility and Assessment

for Service Planning

PM Chapter 7: Completing the IFSP Form

What’s Different

Elimination of page numbersReferral 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 DifferentConcerns, 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

No

Change

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 eachparticipant to record the number of minutes spentduring the ASP/ IFSP

Decision:Decision: Continue the requirement to document via a contact note rather than

spaces on the form(s).

Implementation of the Revised IFSPImplementation 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?

Poll Question

My local system plans to start using the new IFSP form:

a. Nowb. July 1c. Sometime in betweend. 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??? ?

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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 Tolleybeth.tolley@dbhds.virginia.gov

804-371-6595

Kyla Pattersonk.patterson@dbhds.virginia.gov