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    Ifsp Collaboration Process Flowchart

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    The document outlines the IFSP collaboration process flowchart which includes stages such as referral/intake, evaluation, assessment, developing the IFSP, 6 month and annual IFSP reviews, and transitioning children out of early intervention services at age 3. It describes the key activities, roles, and goals at each stage with an emphasis on effective communication and collaboration with families. The overall process aims to determine eligibility for services, identify child and family needs and priorities, and develop outcomes to support the child's development.

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    Ifsp Collaboration Process Flowchart

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    api-519066299
    87 views3 pages
    The document outlines the IFSP collaboration process flowchart which includes stages such as referral/intake, evaluation, assessment, developing the IFSP, 6 month and annual IFSP reviews, and transitioning children out of early intervention services at age 3. It describes the key activities, roles, and goals at each stage with an emphasis on effective communication and collaboration with families. The overall process aims to determine eligibility for services, identify child and family needs and priorities, and develop outcomes to support the child's development.

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    The document outlines the IFSP collaboration process flowchart which includes stages such as referral/intake, evaluation, assessment, developing the IFSP, 6 month and annual IFSP reviews, and transitioning children out of early intervention services at age 3. It describes the key activities, roles, and goals at each stage with an emphasis on effective communication and collaboration with families. The overall process aims to determine eligibility for services, identify child and family needs and priorities, and develop outcomes to support the child's development.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    87 views3 pages

    Ifsp Collaboration Process Flowchart

    Uploaded by

    api-519066299
    The document outlines the IFSP collaboration process flowchart which includes stages such as referral/intake, evaluation, assessment, developing the IFSP, 6 month and annual IFSP reviews, and transitioning children out of early intervention services at age 3. It describes the key activities, roles, and goals at each stage with an emphasis on effective communication and collaboration with families. The overall process aims to determine eligibility for services, identify child and family needs and priorities, and develop outcomes to support the child's development.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    IFSP Collaboration Process Flowchart:

    Ashley Shetter

    Referral/intake
    - This is the initial stage of early intervention that opens the door to services. Referrals
    can come from other professionals, family members or friends connected with the
    family It is the first time that the family will meet face to face with the service
    coordinators. It is an opportunity to introduce the concepts and elicit an interest in EI.
    Referrals can come from other professionals, family members or friends connected with
    the family. The role of the interventionist at this stage is describe the purpose of early
    intervention, explain visitations, introduce additional concepts (child-centered,
    naturalistic, parent implemented, etc.). In order to collaborate effectively during this
    initial stage, the service coordinators should communicate in the families preferred
    method of communication and be mindful of any cultural or ethnic differences. The
    Service providers will also explain the early intervention stages to the family so that they
    can make determinations as to whether or not this is something they wish to pursue.
    Examples of things the service coordinator will go over include initial questions the
    family may have, time lines, family’s role, insurance, evaluation process and the family’s
    rights. This stage paints a picture of early intervention process so it is important that the
    providers communicate effectively with the family during this time. Establish the
    importance of the family’s role as a team member during this stage.

    Evaluation
    This is the stage in which the team determines eligibility of services. A team of
    professional with a range of specialties will take a look at the child’s overall development. The
    team will use developmentally appropriate testing procedures to gather information. The
    service providers will ask the family questions regarding how the child meets their basic needs,
    talks, navigates and interacts with their environment. During this time the child will be ask to
    participate in age appropriate activities. This is a crucial time to listen to the families concerns
    and establish continued support throughout this process. This can be a very stressful time for
    parents so it is important to create a positive/reassuring environment.

    assessment ->
    - The assessment process must occur within the first 45 days of referral. During this stage
    the team is going to use a multi-modal approach to determine the child’s current
    developmental age and level of participation within family routines. The team will
    observe the child participating in activities across setting to determine the child’s
    interests and gain a complete picture. The service providers will discuss with the family
    their interpretation of their child’s level of functioning, participation, identify the
    family’s priorities. It is important during this stage that the professional encourage the
    family’s participation and establish the importance of their role.

    IFSP developed ->


    - During this process the service coordinator and other team members will determine the
    primary service provide that fits best with the families needs. Will discuss with the
    family the results of the assessment, the child’s strength, current developmental level,
    and areas in need of improvement. It is important to highlight the child’s strengths in
    order to not discourage the family members you are working with. This will help to build
    a stronger relationship with the family and show that you are invested in supporting the
    family. It is important to work with the family to identify developmentally appropriate
    and functional outcomes. Will use jargon free language to discuss results and establish
    outcomes. Professionals will encourage the family to come up with outcomes that are
    appropriate and meaningful to them. When the family signs the document agreeing to
    services, the team has 30 days to begin intervention

    6month IFSP reviews/ Annual IFSP meeting


    - During this stage of the program, the team will discuss any progress that has been made
    or revisions/modifications that are necessary for the child’s continued development.
    The team will also make determinations regarding the child’s continued eligibility for
    services. At this time, it may be appropriate for role release, where team members with
    other skills and expertise hop on the case in order to meet the needs of the child and
    family. This is a great time to highlight how far both the child and family have come
    since they first started with services.

    Transition at 3years of age


    During this stage of services, service providers are required to make transitional plans
    with the family 9 months before to at least 90 days before the child’s 3rd birthday. The service
    providers will walk through the transition process describing Part B procedures. This meeting
    will clarify information regarding the evaluation and determination practices for IDEA part B.
    During this time the school district will be notified of a potential eligibility for special education
    services. The service providers can also assist the family in making alternative decisions
    regarding the child’s services. The family can request that the service provider attend the IEP
    meeting. The service provider will work with the family to inform the family on all their options
    and identify what works best for their family.

    UConn Manual, pp12-88 (from Identifying Family Interests: Beginning the


    Partnership through The IFSP Team Meeting)
    Brown 2003 Advocacy for Children Under IDEA (note the publication date - before IDEA
    2004 changes. Keep this in mind as you read the article. There was an important
    change since then regarding parent consent for implementation of initial IEPs.)

    Division for Early Childhood. (2014). DEC recommended practices in early intervention/early
    childhood special education. Retrieved from
    https://divisionearlychildhood.egnyte.com/dl/NRAghl7roM
    https://ectacenter.org/~pdfs/topics/transition/MTCtoBTransitionGuidanceDoc.pdf

    http://www.infantva.org/documents/PM-Ch8-9-12TC.pdf

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