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Northland Special Education Coop

Northland Special Education Coop

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Northland Special Education Coop

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  1. Northland Special Education Coop ECSE Inservice November 6, 2009 10:00am-2:00pm -IFSP clarification -Review of Part C and Part B components -COSF data -Miscellaneous

  2. New IFSP Form & IFSP form guidance SpEd forms IFSP document is based on an MDE recommended form-it is not identical to the state IFSP document • IFSP Form guidance (draft) from MDE (you have a hard copy) • See bottom of page 1 of IFSP Form guidance • *Note:SpEd forms document does not look exactly like the state IFSP

  3. SpEd forms IFSPIdentifying Information-Page 1 • IFSP meeting date-Team meeting to develop IFSP. If more than one meeting required, record the date of the last of a series of meetings Race/Ethnicity information-State IFSP/guidebook is more specific • SpEd forms is to add additional information • Projected Periodic Review Date-May be less than, but not more than six months from initial IFSP date • Projected Annual Review Date-May be less than, but not more than twelve months from initial IFSP date • Primary Medical Care Provider • List name of doctor, clinic or other health care provider child receives his/her PRIMARY care • Initial Service Coordinator/IFSP Coordinator • ECSE instructor and information

  4. Page 1-Identifying Information • Date Assigned: Use the date I contact you via email or phone • This will be the date the 45 day timeline begins also

  5. SpEd forms IFSPTeam Members-Page 2 Required Team Members (Page 6 form guide) -parent(s) -other family members requested by parent -advocate or person outside of the family requested by parent -Service Coordinator -person directly involved in evaluation/assessment -as appropriate, persons who will be providing services to child/family NOTE: NSEC’s position is to have a school/building administrator present at the initial IFSP and any subsequent IFSP meetings discussing school district resources

  6. SpEd forms IFSPTeam Members-Page 2 • Progress Reporting • Periodic Review AT LEAST every 6 months • Hypothetical: IFSP Dated: 1/1/2009 • Periodic review held 4/1/2009 • What’s next?

  7. SpEd forms IFSPEvaluation Summary-Page 3 • There is no requirement for a separate Evaluation Report under Part C. Therefore, for children who are determined eligible (for Part C only), the Evaluation Summary fulfills all requirements to report evaluation results to parents and to document developmental status within the IFSP

  8. SpEd forms IFSPEvaluation Summary-Page 3 • Replaces the ER for evals conducted to determine eligibility under Part C ONLY • ER as stand alone document required for Part B evaluations so must complete if conducting concurrent evaluations for Part C and B eligibility • If an ER is written, the Evaluation Summary sections of the IFSP must also be completed • Use copy/paste. DO NOT say “see attached ER”

  9. SpEd forms IFSPEvaluation Summary-Page 3 • The initial IFSP and subsequent IFSPs must each include a statement of the child’s present levels of development in each of the five domains which must be addressed by an appropriately comprehensive evaluation under Part C • Evaluation Summary of an initial IFSP will include information gathered from the initial Part C evaluation • Evaluation Summary of subsequent IFSPs will integrate information obtained from ongoing assessment, parent and other care giver report, and observations made by service providers

  10. SpEd forms IFSPEvaluation Summary-Page 3 • What to include in the evaluation summary • -Synthesis of data for each required developmental domain and the date so that future updates can also be entered and dated as part of ongoing assessment • Include vision/hearing/health status as part of Physical Development • Incorporate use of informed clinical opinion

  11. Informed Clinical Opinion-Review • The National Early Childhood Technical Assistance Center (NECTAC) clarifies that informed clinical opinion is a process that makes use of “qualitative and quantitative information to assist in forming a determination regarding difficult-to-measure aspects of current developmental status and the potential need for early intervention”. NECTAC provides the following examples:

  12. Informed Clinical Opinion Examples • A physical therapist must make judgments about muscle tone abnormality based on the therapist’s training and experience with other children • A psychologist may note in observing a child playing that she performs tasks in adaptive ways not permitted during the administration of a standardized cognitive assessment • NECTAC document can be accessed at: • http://www.nectac.org/-pdfs/pubs/nnotes10.pdf

  13. Informed Clinical Opinion, con’t. • Q:We have completed a comprehensive evaluation of a toddler that included evaluation in all developmental areas. As a team we are questioning the validity of the resulting scores. The child did not “test well”. Now what? • A: Some children do not perform well on norm-referenced evaluation tools that rely exclusively on elicited responses. Many tools incorporate parent report as a means of enhancing validity. The team also has the ability to utilize clinical opinion as a means of determining eligibility. The use of informed clinical opinion should be considered when children cannot or do not respond in a testing situation or when a child performs a skill in a way that is qualitatively different from age expectations.

  14. SpEd forms IFSPEvaluation Summary-Page 3 • If the child is NOT eligible for Part C • Stop after completing the Evaluation Summary section of the IFSP • Check box stating “child is not eligible under Part C

  15. SpEd forms IFSPEvaluation Summary-Page 3 Eligibility • Criteria for Part C • -The child meets one of the disability categories; OR • The child meets one of the criteria for developmental delay • 1. The child has diagnosed physical or mental condition or disorder that has a high probability of resulting in developmental delay regardless of whether the child has a demonstrated need or delay; OR • The child is experiencing a developmental delay that is demonstrated by a score of 1.5 standard deviations below the mean in one or more of the following areas: • Cognitive development, physical development (including vision and hearing), communication, social or emotional development, adaptive development

  16. SpEd forms IFSPEvaluation Summary-Page 3 • Criteria for Part B (Ages 3-6) • -The child meets one of the disability categories; OR • The child meets one of the criteria for developmental delay • 1. The child has diagnosed physical or mental condition or disorder that has a high probability of resulting in developmental delay and a demonstrated educational need; OR • The child is experiencing a developmental delay that is demonstrated by a score of 1.5 standard deviations below the mean in two or more of the following areas: • Cognitive development, physical development (including vision and hearing), communication, social or emotional development, adaptive development

  17. SpEd forms IFSPFamily Assessment-Page 4 • Optional on the part of the family-must document on IFSP if family declines • Do not delete this section in the event a family declines • Conducted by personnel who have been trained to utilize appropriate methods and procedures such as ECSE teachers • Gather information through a personal interview with the family • Incorporate the family’s description of its resources, priorities and concerns related to enhancing the child’s development • See links in guide for resources on gathering family information

  18. SpEd forms IFSPFamily Assessment-Page 4 • Family assessment is vital to helping the team understand family dynamics, routines and activities in order to assist the family • What and how much family choose to share is voluntary • Important for the service coordinator to explain how this information will guide the team’s intervention work • More insight the team has, the better they will be able to link strategies to support outcomes

  19. SpEd forms IFSPChild and Family Outcomes-Page 5 • SpEd forms IFSP outcome page different from MDE’s IFSP outcome page • Major outcome/goal-Include both the goal and objectives • Remember to generate outcomes that are meaningfully tied to everyday learning contexts and family routines such as meals, play, bath, etc. • Wish to see outcomes attained within 6 months to a year • IFSP Form Guidance includes several resources & links

  20. SpEd forms IFSPChild and Family Outcomes-Page 5 • Most recent periodic review date-month, day and year when progress was reviewed • Section will be blank when a new outcome is identified and included on the IFSP • Describe progress toward outcome-4 options • Accomplished • Continue • Modify/revise (specify) example: changing intervention but not changing goal • Drop down box to provide description of progress

  21. SpEd forms IFSPPart C Services-Page 6 Early Intervention services include but are not limited to: Assistive technology Audiology Family training Health, medical, nursing services Nutrition Occupational therapy Physical therapy Psychological Services Service Coordination Social Work Special Instruction Speech therapy Transportation Vision Services Other

  22. SpEd forms IFSPPart C Services-Page 6 • Start Date-date specific service can reasonably expect to begin • Leave time for parents to consider IFSP and provide consent. • Services may actually begin as soon as consent received • Don’t change date to reflect actual start date of services • ACTUAL start date of services should be start date of the MARSS enrollment record-reflects enrollment for service rather than enrollment for evaluation

  23. SpEd forms IFSPPart C Services-Page 6 • Location Setting service will be provided (e.g., home, child care, ECFE, ECSE) • If intervention is NOT in a natural environment, provide justification • IDEA defines natural environments that are natural or normal for child’s age peers who have no disability

  24. SpEd forms IFSPPart C Services-Page 6 • Frequency • -Number of days or sessions a service will be provided • **Refer to your district’s school calendar to determine number of sessions. Intensity • -Length of time the service is provided and whether the service is individual or in a group • **Currently, SpEd Forms does not allow separation of direct/indirect time

  25. SpEd forms IFSPPart C Services-Page 6 • Justification and explanation of why service cannot be provided in natural environment • Explain why team determined child’s outcomes could not be met if services were provided in child’s natural environment • Explain how services provided in segregated setting will generalize child’s ability to function in a natural environment or in LRE for children approaching 3rd birthday • IMPORTANT-children receiving services in multiple settings, report in MARSS the environment child receives majority of services

  26. SpEd forms IFSPPart C Services-Page 6 • Anticipated Duration of instruction or service Predict when service will no longer be provided For many children duration will be “one year” For children already two years of age or older at time IFSP is written or revised, anticipated duration of service should not extend beyond child’s 3rd birthday

  27. SpEd forms IFSPPart C Services-Page 6 • Funding Source • Examples of non-education funding sources • Public health nursing • County Social Services

  28. SpEd forms IFSPPart C Services-Page 6 • Needed Medical and Other Services • IFSP must include medical and other services the child needs which are NOT required early intervention services, if any • Including other services provides a comprehensive picture of child’s total needs • Service Coordinator assists family to access identified need services and explore financial assistance for services, if necessary

  29. SpEd forms IFSPTransition Planning-Page 7 • Documents steps necessary to appropriately transition a child from: -Services under Part C to other community services -Services under Part B if the child is eligible

  30. SpEd forms IFSPTransition Planning-Page 7 • Documentation of transition steps and services is required for all children served under Part C regardless of whether the child is potentially eligible for services under Part B • Record each step of transition planning and identify who will be responsible • Children referred at 2 yrs. 10 months-just document transition steps. Use the IEP document and include service coordination

  31. SpEd forms IFSPTransition Planning-Page 7 • Children potentially eligible for Part B Yes is chosen for children determined for Part B eligibility through concurrent evaluation and those still showing a level of developmental concern For children whose Part B eligibility has not yet been established through an initial Part B evaluation, transition step would be completion of evaluation Document the latest possible date for a timely transition (staffing must take place at least 90 days, and at the discretion of the parties, up to 6 months before the child is eligible for Part B services) After transition conference held, document actual date of conference **IEP must be in place by the child’s 3rd birthday

  32. SpEd forms IFSPTransition Planning-Page 7 • Examples of Transition Steps • -Discussion w/ staff members in new setting • -Visit potential new setting • -Make referrals to other community programs • -Part B evaluation

  33. Combine meetings when possible Periodic review or annual IFSP review that is required to be held between 2 yrs. 3 months and 2 yrs. 9 months of age may also be the transition conference for children deemed potentially eligible for services under Part B

  34. Final Steps • Document the end date of services under Part C • Record the correct status end code • Document appropriate instruction setting code to be reported to MARSS as child turns 3

  35. Possible Status End Codes • 27: EC transition at age 3; Part B eligible • 28: Not Part B eligible; exiting Part C w/ referrals to other programs • 29: Not Part B eligible; exiting Part C with no referrals to other programs • 30: Part B eligibility not yet determined • 34: Attempts to contact unsuccessful

  36. SpEd forms IFSPSignature Page-Page 8 • Parents must sign the IFSP indicating they received a copy of their rights • Part C safeguard notice located in the ECSE menu of SpEd Forms • Parent signature also indicates: • Support of plan as it reflects priorities • Understanding the plan will distributed to IFSP team members • Their agreement to a transition conference if required during implementation of plan

  37. SpEd forms IFSPSignature Page-Page 8 • NOTE: Parent signature on IFSP does not eliminate requirement of Prior Written Notice and Parent Consent/Object before implementation of IFSP • Part B’s 14 day waiting period does not apply to services provided through Part C • Written consent must be obtained for services provided through initial and annual IFSPs as well as for any new services added through a periodic review • Parents have the right to refuse individual services on IFSP and still receive other services they agree to

  38. Copy of IFSP Form Guidance • Will soon be found at MDE website • Under Accountability programs, choose compliance section (right side of home page) • Under compliance section, choose recommended Due Process Forms • Scroll down to IFSP form guidance

  39. Prior Written Notice & associated forms • Prior Written Notice (ECSE) Part C and Part B IDEA Form– Use for evaluation of Part C and/or Part C and Part B concurrently • Evaluation/Reevaluation Plan Prior Written Notice-Use for Part B • Prior Written Notice – Use for all proposals

  40. Comparisons Between Part C & Part B

  41. Part C Focus on supporting the family to meet the developmental needs of their child. Part B Focus on the child’s educational needs. Goals

  42. Part C Birth through Age 2 Part B Age 3-21. Age Service Coordination Part C Family is entitled to a service coordinator. Part B No requirement for a service coordinator.

  43. Part C Services and supports are documented on an IFSP (Individual Family Service Plan)*. Part B Special education and related services are documented in an IEP (Individual Education Plan)*. Documentation of Services

  44. Part C Requires services and supports to be provided in natural environments. Part B Requires special education and related services to be provided in the least restrictive environment. Delivery of Services

  45. Part C Recipients of services and supports may be the infant/toddler and/or the family. Part B Recipient of special education and related services is almost always exclusively the child. Recipient of Services

  46. Part C Supports and services are provided to the child and family year-round. Part B Extended school year services are provided to those children who meet criteria for ESY. Year Round Services

  47. Transition Requirements • States must ensure a smooth transition for toddlers receiving early intervention services to preschool, school, other appropriate services, or exiting the program. • (IDEA, Part C, Sec. 637 & Part B, Sec. 612)