Recommended
Recommended
More Related Content
Similar to "Near Somewhat?": Integrating Indicators into the IFSP
Similar to "Near Somewhat?": Integrating Indicators into the IFSP (20)
More from earlyintervention
More from earlyintervention (19)
Recently uploaded
Recently uploaded (20)
"Near Somewhat?": Integrating Indicators into the IFSP
- 1. Where IS “Near Somewhat?” Integrating Child Indicators into the EI Process Please Call 1-866-842-5779 Code: 463-661-9330#
- 2. B ac kb oar l Blackboard d C o lla b ora t Please Call 1-866-842-5779 Code: 463-661-9330#
- 3. Use phone for audio! Call: 1-866-842-5779 Enter Code: 463 661 9330# Mute Your Computer’s Sound!
- 4. How Long Have You Worked in Early Intervention? A. 0-5 years B. 6-10 years C. 11-20 years D. 21+ years t k lef loo
- 5. Chat p le x am E Type in this white box
- 8. Here? Here? Here? Here? Where IS “Near Somewhat?” Integrating Child Indicators into the EI Process
- 9. Integrating the Child Indicators Understand that the 3 child indicators serve as the foundation for the full EI process Understand that information related to the 3 child indicators begins at referral and continues throughout the EI process Introduce the new Indicator Statements Introduce a new IFSP format for writing ASP narratives Provide information about next steps
- 10. What is our purpose in Early Intervention? – 12 mandated services – Meet the requirements of IDEA – Support children in developing social relationships, acquire new skills and assist children in learning how to get their needs met – Provide PT, OT, ST at the child’s home PUBLISHED POLL RESULTS use poll (left side of screen under your name)
- 11. Since we not are here to “fix” children, we strive to help families and other caregivers learn how to: Support children in their developing emotional- social relationships Help children acquire new knowledge & skills Assist children in learning how to take actions to get their needs met
- 12. Where we started in 2006 with the pilots – full state implementation 3/1/07 Here’s where we are moving – True integration 2012 2007 2006 Virginia’s Journey
- 13. Do IFSP teams in your system write the IFSP narrative using the 3 indicators? Yes! All of our IFSP teams do this. Almost…some of our IFSP teams do this. None, we’re not there yet. use poll (left side of screen under your name)
- 14. The 3 Child Indicators • The Foundation of everything we do • Starts at referral to intake to assessment and continues throughout the 14 early intervention process
- 15. The 3 Child Indicators Thinking in this manner pushes us to consider children from a functional aspect of how they get along everyday in the home, at daycare, meeting friends, going shopping, etc.
- 16. FSP ed I evi s TheR
- 17. Functional narrative related to the specific indicator Indicator Statement Functional narrative related to the specific indicator Indicator Statement
- 19. Approaches: Norfolk & Hanover Norfolk Hanover ASP team Service Coordinator, Service Coordinator/Educator Educator & 1 Therapist and 1 Therapist ASP location Child’s home Child’s home When / how Handwritten, in the home on Back in the office and then sent is the the floor, on the spot. to parent to proof and add prior narrative Results shared immediately to the meeting written? Who writes Educator & Therapist Educator & Therapist the narrative
- 20. The “Book” Guiding Questions Indicator Statements Looking at Samples Getting From Domains to Indicators
- 22. How does the child How does the child interact with interact with parents? siblings? Social-Emotional Skills & Relationships
- 23. How does the child How does the child communicate interact with other her/his feelings? children? Social-Emotional Skills & Relationships
- 24. How does the child interact with known adults / strangers? Social-Emotional Skills & Relationships
- 25. Acquiring New Knowledge and Skills What is the child’s understanding of language? How does the child learn? How does the child use language to communicate what he/she knows and understands?
- 26. Taking Actions to Get Needs Met • How does child move around to get to his/her toys? • What does the child do to participate in her/ his own care? • How does child let caregiver know what she/he wants?
- 27. Indicator 1: Social Emotional Skills & Relationships Uses 30+ words to Indicator 2: label items Acquiring New such as Knowledge & Skills toys and animals Indicator 3: Taking Actions to Get Needs Met
- 28. Indicator 1: Social Emotional Skills & Relationships Indicator 2: Asks for milk by Acquiring New saying Knowledge & Skills “moo-moo” Indicator 3: Taking Actions to Get Needs Met
- 29. Indicator 1: Social Emotional Skills & Relationships Waves hi/ Indicator 2: bye when Acquiring New prompted Knowledge & Skills by parent Indicator 3: Taking Actions to Get Needs Met
- 30. Communication: Where Does It Go? Social language: Indicator 1 – Hi/Bye; Mama/Dada; siblings’ names; nursery rhymes; social games such as peek a boo Language as a learning tool: Indicator 2 – Receptive language – following directions – Expressive language – telling what they know Language to communicate hunger and thirst: Indicator 3 – Cup, milk, cookie, eat-eat
- 31. Indicator 1: Social Emotional Skills & Relationships Indicator 2: Puts on shoes when Acquiring New Mom says Knowledge & Skills it’s time to go bye-bye Indicator 3: Taking Actions to Get Needs Met
- 32. No more “Near Somewhat” Indicator statements are a natural progression from the description – they don’t drive the process!
- 34. 18 Month Old Sara – Indicator 1 Sara has really started asserting her independence. She explores the house independently. At preschool, Sara enjoys playing near her friends and has even started taking toys to her friends (unless its her favorite doll). Sara’s temper tantrums have become more frequent and she often uses cries, whines and facial expressions to express her emotions. A. Sara uses many important skills that are necessary for the development of more advanced skills; she is not yet showing skills used by other child this age in this area. A. Sara shows occasional use of some age expected skills. She has more skills of a younger child in this area. PUBLISHED POLL RESULTS A. Sara has all the skills we would expect in this area.
- 35. 15 Month Old Johnny – Indicator 3 Johnny enjoys playing on his tummy. He can move around on his tummy so that he can reach the toys that are around him on his play mat. He has started to roll to get to toys, but this only happens when it is one of his favorite toys. Johnny can help hold his bottle when it is less than 4 ounces. He has not yet started taking food from a spoon. Johnny has a very distinctive cry for hunger. A. Johnny shows occasional use of some age expected skills. He has more skills of a younger child in this area. • Johnny uses many important skills that are necessary for the development of more advanced skills; he is not yet showing skills PUBLISHED POLL RESULTS used by other children in this age in this area. A. Johnny has the very early skills in this area. This means that Johnny has the skills we would expect of a much younger child.
- 36. Involving Families – Providing information about their child’s development in all areas and settings – We don’t expect that parents will pick the indicator statement, but we should always get parent confirmation that our narrative accurately reflects/depicts their child
- 37. Same process – look at children across the indicators Information gathered through ongoing assessment throughout each session. Need to reference back to the anchor assessment tool but formal administration with the family in the home is not required. ASSESSMENTS
- 38. Implementation Timeline and Process Target for full statewide implementation – July 1, 2013 Early implementation
- 39. Training/TA/resources developed and provided throughout the upcoming year
- 40. H Upcoming Trainings Creating Connections to Shining Stars Regional Training Regional Technical Assistance Updated “Book” Quick Reference Guides Where to Go for Help
- 41. Early Implementers One per region Expectations for early implementers Contact Beth Tolley @ 804-371-6595 or beth.tolley@dbhds.virginia.gov
Editor's Notes
- Dana: Welcome to today’s webinar. Because we’ve adopted a new web conferencing service, which we’ve used a couple of times, now but because it is still new for many, we need to do a quick orientation. Effective Strategies for the Transition Process Gooden, NECTC, 2012
- Dana: If you can hear my voice through your computer, you should mute your speakers and call the number posted on screen, which was also included in your login email. We use the phone for audio so we can ensure higher quality audio. Also, should you happen to lose your internet connection you can still follow along today through the phone. Effective Strategies for the Transition Process Gooden, NECTC, 2012
- Dana: Today we will be asking you to respond to questions through polls. Poll questions will appear on the screen along with the list of options. To respond to the poll look to the left side of your screen, and below your name in the participant list you will see the letter A in a box. Click that box to get the drop-down list of options. On-screen you can see the red arrow pointing to the box. When you see the drop-down list appear, make your selection. Go ahead and try doing this now. Dana: Pause for poll responses Dana: Once most of you have responded we will then publish the responses on the screen. Rebecka to publish responses.
- Dana: We will continue to use chat as a way for you to ask questions and to respond to questions, but there are some things you need to know. First, unless you moved the chat window in previous Talks on Tuesdays the chat window is located on the lower left side of your screen and it is quite small. Here’s how you can enlarge it. The first step to enlarging it is to actually move the chat window to another location on the screen so that it is it’s own window. To do that, click the top of the chat window and while holding your mouse button down, just drag and drop the it anywhere on your screen. The red arrow on screen is pointing to where you will click your mouse so that you can drag the window. Once you’ve moved the chat window you will then want to enlarge it. To do that hover your mouse over the side or top of the chat window until you see a two-way arrow. There’s an example what that looks like on screen although some of you may see a white arrow. Once you see the two-way arrow, click your mouse and while holding your mouse button down, drag the bar up or sideways to expand the chat window. Go ahead a take a moment now to expand the chat window or to move it. To actually chat, click your mouse into the white box , type your message and then hit enter/return on your keyboard. Keep in mind that chat is public and that the moderators can also see all private chats. Go ahead an test out typing a message into chat. Cori Pause before moving on. Effective Strategies for the Transition Process Gooden, NECTC, 2012
- Dana: Today we will be calling upon some of you to utilize a draw tool for an activity. To ensure you are prepared for that moment, located the tool bar on your slide that looks like the example on the center of the screen. Once you’ve located the tool bar, please locate the square that has a line on it. On the example in the middle of the screen I’ve highlighted what that looks like. Once you have clicked on the line you will see that when you move your cursor around on the slide that you have a crosshair. To draw line, click on the screen and drag the line to where you want it to end. Please try connecting the dots now. Dana: Wait
- Slide to introduce speakers
- Poll question
- We cannot possibly gather all the information we need about how a child performs across settings and situations (such as daycare, at WalMart, when visiting grandma, meeting a friend at the park) in the very limited time we have for the assessment. We must rely on the information we receive at referral and at intake as well as the information that we gather from the parent. The parent is a critical reporter of this information unless we plan to shadow the family 24/7 for at least a week!
- One of the biggest benefits that we have seen in this process is…
- Allude or show how page 2 has been re-designed to support this idea of functional and integrated into the family’s daily life? Introduce doing the ASP narrative (page 3 of the IFSP) organized by the 3 Child Indicators.
- Need to be clear that this is not now – this is a future thing with implementation of the changes being presented today
- Functionality of the skills, rather than the domain based skills. REBECKA – Presenters want learners to use draw tools to connect the skill on the left with the appropriate indicator on the right. Same for slides 19-21.
- Functionality of the skills, rather than the domain based skills.
- Functionality of the skills, rather than the domain based skills.
- Functionality of the skills, rather than the domain based skills.
- Introduction of Indicator Statements Language more family friendly Families are a part of the discussion in the essence that they provide information across settings and situations and they verify that what has been captured /reported is a true reflection of their child.
- Reflect that we have evolved through this process with parents. Some of us have worked the families through the decision tree or have shown families the numbers and asked families to help us choose. Our conversations must be honest and authentic. Parents participate by:
- Beth to discuss
- This slide makes sense to me to follow the new one I’m suggesting – with the purpose being to highlight what has already been planned and to point people to resources