Department of Economic Security Arizona Early Intervention Program AzEIP Departamento de Seguridad Económica Programa de Intervención Temprana de Arizona AzEIP Introduce attendees and have them specify which agency they represent. Explain the purpose of the Policies & Professionalism training, that it is part of the knowledge component requirement for the AzEIP Standards of Practice along with the two sections of the test: Child and Family & Initial Planning Process and the IFSP

Objectives for Today Objetivos para hoy Understand the federal legislation and regulations of Part C of IDEA Objetivo 1 Entender la legislación y reglamentos federales de la Parte C de IDEA.

Objectives for Today Objetivos para hoy Objective 2 Understand how the federal legislation and regulations of Part C are implemented in Arizona Objetivo 2 Entender cómo se implementan en Arizona la legislación y reglamentos federales de la Parte C.

Ley de Educación de Personas con Discapacidades (2004) IDEA IDEA Individuals with Disabilities Education Act (2004) Ley de Educación de Personas con Discapacidades (2004) IDEA is the current legislation in which Part C, services to Infants and Toddlers, are mandated. In 2004, IDEA was reauthorized. Parts B and C are the two parts of the legislation which cover services to children with disabilities. In overseeing IDEA, the Office of Special Education Programs (OSEP), which is in the United States Department of Education oversee all the programs who receive funding under IDEA for Parts B and C.

How Did We Get to IDEA? ¿Cómo llegamos a IDEA? 1973 P.L. 93-112 Vocational Rehabilitation Act Section 504 1975 P.L. 94-142 Education for All Handicapped Children Act 1986 P.L. 99-457 Amended 94-142 1990 P.L. 101-476 Individuals with Disabilities Education Act (IDEA) 1997 P.L. 105-17 Amended IDEA 2004 P.L. 108-446 IDEA 1973 P.L. 93-112 Ley de Rehabilitación Vocacional Sección 504 1975 P.L. 94-142 Ley para la Educación de Todos los Niños Discapacitados 1986 P.L. 99-457 Enmienda 94-142 1990 P.L. 101-476 Ley de Educación de Personas con Discapacidades (IDEA) 1997 P.L. 105-17 Enmienda de IDEA 2004 P.L. 108-446 IDEA There were very few laws regarding disabilities prior to the 1970’s… Federal law for people with disabilities began with adults and was employment focused…over the years, the target age has become younger and younger, more focused on education and is now addressing infant and toddlers. (1973) 93-112 – focused on employment and vocational opportunities (1975) 94-142 – In 1975, this was “landmark” legislation - Public Law 94-142 guaranteed a free, appropriate public education (FAPE) to each child with a disability in every state and locality across the country. 94-142 mandated programs and services for children ages 5 through 21 years of age. In 1983, through the Education of the Handicapped Act (EHA) Amendments of 1983 (P.L. 98-199), Congress amended, or changed, the law to expand incentives for preschool special education programs, early intervention, and transition programs. All programs under EHA became the responsibility of the Office of Special Education Programs (OSEP) (1986) 99-457 – The law also established the Handicapped Infants and Toddlers Program (Part H) (now Part C). As specified by law, this program is directed to the needs of children, from birth to their third birthday, who need early intervention services. In addition, under this program the infant or toddler's family may receive services that are needed to help them assist in the development of their child. Law also mandated public schools serve 3-5 year olds by 1991-1992. This encouraged services to infants and toddlers but it was still not required. (1990) 101-476 - In 1990, Congress passed the Education of the Handicapped Act Amendments of 1990 (P.L. 101-476). The name of the law, the Education of the Handicapped Act (EHA), was changed to the Individuals with Disabilities Education Act (IDEA). As a result of this amendment, States were given the option to serve infants and young children, birth through two years of age and receive federal dollars. (1997) 105-17 - IDEA was reauthorized and now included Part H (later Part C) (0-3), Part B (FAPE for 3-21) and Part B, specifically section 619 (FAPE for 3-5)

IDEA Part A General Provisions Part B Part D Assistance for National Activities To Improve Education for Children With Disabilities Part B Assistance for Education for all Children with Disabilities Raising special kids is also funded under IDEA –Part D as a parent training and information center Part B is the Arizona Department of Education and serves children from three through 21 Part C Provisions for Infants, Toddlers, and Families

IDEA Parte A Disposiciones generales Parte B Parte D Actividades nacionales para mejorar la educación para niños con discapacidades Parte B Asistencia para la educación de todos los niños con discapacidades   Parte C Disposiciones para infantes, niños y familias

Early Intervention Program for Infants and Toddlers with Disabilities IDEA – Parte C IDEA – Part C Early Intervention Program for Infants and Toddlers with Disabilities Programa de Intervención Temprana para Infantes y Niños con Discapacidades Part C is the section of the federal law that addresses birth to 3. Every State in the U.S. has a Part C program and there are also some territories (like the Virgin Islands) that have a program. States have some flexibility with how they allocate the funds they receive, however, they must comply with IDEA and its regulations.

To assist States to implement: Purpose of Part C Propósito de la Parte C To assist States to implement: → statewide → comprehensive → coordinated → multidisciplinary → interagency system Para ayudar a los Estados a implementar: → sistema → interagencia multidisciplinario → coordinado → completo → a nivel estatal The intent of this statement of purpose is to provide the most efficient and effective way to provide services. Goal is for team members and agencies to work together. The term, SYSTEM, is emphasized.

AzEIP Arizona’s Part C Program Programa de Parte C de Arizona

Executive Order of the Governor Orden Ejecutiva de la Gobernadora Executive Order of the Governor Executive Order 89 - 11 This executive order indicated that Arizona agreed to address the minimum components of the federal law Orden Ejecutiva 89 - 11 Esta orden ejecutiva indicó que Arizona acordó atender los componentes mínimos de la ley federal In November 1989, then-Governor, Rose Mofford, “accepted” funding from the Federal government to provide Early Intervention services in Arizona indicating Arizona would implement the required components.

Department of Economic Security Order designated the: Department of Economic Security (DES) as the Lead Agency to oversee the program in Arizona La Orden designó al: Departamento de Seguridad Económica (DES) como la Agencia Líder para supervisar el programa en Arizona. All States must have a lead agency designated as the single line of authority to receive the funds and ensure that the requirements of the law are being carried out. The Arizona Early Intervention Program (AzEIP) is the statewide system of supports and services for families of infants and toddlers, birth to three years of age, with disabilities or delays Its responsibilities will be discussed throughout this training and include: Ensuring a comprehensive, coordinated, statewide system of early intervention; Facilitating interagency collaboration; Establishing intergovernmental agreements; Preparing and implementing the policies necessary to meet the requirements of IDEA, Part C.

DES/AzEIP DES/AzEIP Within DES, the Arizona Early Intervention Program (AzEIP) was created to fulfill the Lead Agency responsibilities Dentro de DES, se creó el Programa de Intervención Temprana de Arizona (AzEIP) para cumplir con las responsabilidades de Agencia Líder. The Arizona Early Intervention Program (AzEIP) is the statewide system of supports and services for families of infants and toddlers, birth to three years of age, with disabilities or delays Its responsibilities will be discussed throughout this training and include: Ensuring a comprehensive, coordinated, statewide system of early intervention; Facilitating interagency collaboration; Establishing intergovernmental agreements; Preparing and implementing the policies necessary to meet the requirements of IDEA, Part C.

Misión del AzEIP AzEIP Mission Mejorar la capacidad de las familias de sustentar a sus infantes y niños pequeños scon retraso o discapacidad para que prosperen en sus hogares y comunidades. To enhance the capacity of families to support their infants and toddlers with delays or disabilities to thrive in their homes and communities. The ultimate mission of all parts of the early intervention system is to help families and children be part of their community. As children grow and move into school, you may hear the word “inclusion.” This inclusion starts at birth. We want families to know that we are here to help them be a part of the community and do all the activities that they want to with their family. We do not want them to be segregated. Every child has the right to fully participate in the community. ALL children have different abilities and how children may participate in the community may look a little different, but they are all a part of it. We strive to help them participate in all the activities they would if they didn’t have a child with a disability. Some families may already be doing this and only need minimal support, other families may need help with strategies so they can enjoy their life. So, when we work with families, we ask what things do you do now. What things would you like to do? We are here to help makes the things you do easier and help you do the things you would like to.

AzEIP Participating Agencies Agencias participantes del AzEIP Arizona Department of Economic Security Arizona Early Intervention Program Division of Developmental Disabilities Arizona Department of Health Services Arizona State Schools for the Deaf and the Blind Arizona Department of Education Arizona Health Care Cost Containment System Departamento de Seguridad Económica de Arizona Programa de Intervención Temprana de Arizona División de Discapacidades de Desarrollo Departamento de Servicios de Salud de Arizona Escuelas Estatales para Sordos y Ciegos de Arizona Departamento de Educación de Arizona Sistema de Contención de Costos de Cuidados de la Salud de Arizona Arizona State law requires these five State agencies to work together in the early intervention system. This is helpful to have these agencies all work together for children with disabilities and their families. It also present unique challenges as each agency is a different system with different laws, policies and procedures. Not all of these agencies provide direct services to children and families. However, they are required to work together for the interagency system of early intervention. There is a 5-State Interagency Agreement which can be found on AzEIP’s website (website provided at the end of presentation) which discusses the roles and responsibilities of each of the agencies in Arizona’s early intervention system. Direct services are provided by DES/AzEIP contractors, DES/DDD, and ASDB. All agencies work together on child find and public awareness activities. DES has separate IGAs with ADE to collaborate on transition children from early intervention to schools and also on helping each other refer children who may be eligible. The Transition IGA and Child Find IGA can also be found on AzEIP’s websire.

Department of Economic Security Lead Agency Department of Economic Security Arizona Early Intervention Program DES AzEIP Division of Development Disabilities ADHS Arizona Department of Health Services ASDB Arizona School for the Deaf and Blind AHCCCS Arizona Health Care Cost Containment System ADE Arizona Department of Education This is what the AzEIP structure looks like. Below the participating agencies would be the various contractors and subcontractors.

Programa de Intervención Temprana de Arizona Agencia Líder Departamento de Seguridad Económica Programa de Intervención Temprana de Arizona DES AzEIP División de Discapacidades de Desarrollo ADHS Departamento de Servicios de Salud de Arizona ASDB Escuela Estatal para Sordos y Ciegos de Arizona AHCCCS Sistema de Contención de Costos de Cuidados de la Salud de Arizona ADE Departamento de Educación de Arizona

Interagency Coordinating Council (ICC) Concejo Coordinador Interagencia (ICC) Los miembros del Concejo son nombrados por la Gobernadora e incluyen familias, proveedores, las agencias participantes de AzEIP y otros programas del Estado. Council members are appointed by the Governor and include families, providers, the AzEIP participating agencies, and other State programs. Required component - The role of the ICC is primarily to advise and assist AzEIP. Meets every other month and the public is invited to attend. Meeting are held under State open public meeting law. Check the AzEIP website for schedule. All participating agencies are represented on ICC. The law sets out who must be on the ICC. Some of the other required members include: Coordinator for Education of Homeless Children (with ADE); Child care agency (DES/Child Care); agency for health insurance (AZ Dept. of Insurance); State Medicaid agency (AHCCCS, which is also one of AzEIP’s participating agencies)

Coordinación de servicios Service Coordination Coordinación de servicios Every family is assigned to a service coordinator who acts as the single point of contact for the family. Cada familia es asignada a un coordinador de servicios que funciona como el único punto de contacto para la familia. Service coordinators have regular contact with families to check in and see how things are going, see if any of their needs or priorities have changed.

Coordinación de servicios Service Coordination Coordinación de servicios Service coordination is an ongoing effort to collaborate with the family and other relevant individuals to develop and monitor the IFSP process. La coordinación de servicios es un esfuerzo continuo de colaboración con la familia y otras personas relevantes para desarrollar y monitorear el proceso IFSP. As defined under Part C service coordination requires that a specific person be assigned to the family ensure that through referral, eligibility and services, the family has a primary contact.

Functions of a Service Coordinator Funciones de un Coordinador de Servicios To determine or authorize agency eligibility. To access and authorize the provision of agency supports and services. To provide ongoing contact and support to families and children during ongoing service delivery and during transitions in service delivery. Determinar o autorizar la elegibilidad de la agencia. Proveer acceso y autorizar la prestación de apoyos y servicios de la agencia. Proveer contacto y apoyo continuos a las familias y los niños durante la prestación continuada de servicios y durante las transiciones en la prestación de servicios.

Service Coordination Activities Actividades de Coordinación de Servicios Coordinating the process of evaluations and assessments to determine initial and ongoing eligibility. Participating in the development of the initial IFSP. Facilitating 6-month reviews and annual evaluations of IFSP and transition plans. Assisting families in identifying available agency and community supports and services. Coordinar el proceso de evaluaciones y análisis para determinar la elegibilidad inicial y continuada. Participar en el desarrollo del IFSP inicial. Facilitar revisiones semestrales y evaluaciones anuales de IFSP y planes de transición. Ayudar a las familias a identificar los apoyos y servicios disponibles de la agencia y la comunidad.

Service Coordination Activities, (cont.) Actividades de Coordinación de Servicios (continuación) Coordinating and monitoring the delivery of available services. Informing families of the availability of advocacy services. Coordinating with community resources and medical and health providers. Facilitating the development of a transition plan for preschool services, if appropriate. Coordinar y supervisar la entrega de servicios disponibles. Informar a las familias sobre la disponibilidad de servicios de asesoría. Coordinar con los recursos comunitarios y los proveedores médicos y de salud. Facilitar el desarrollo de un plan de transición para servicios preescolares, si es apropiado.

Miembros del Equipo Clave: Core Team Members: Miembros del Equipo Clave: Developmental Special Instructionist (DSI) Occupational Therapist (OT), Physical Therapist (PT), Service Coordinator (SC), and Speech-Language Pathologist (SLP) Instructor Especial de Desarrollo (DSI) Terapista Ocupacional (OT) Fisioterapeuta (PT) Coordinador de Servicios (SC) y Patólogo del Habla-Lenguaje (SLP)

Initial Planning Process Proceso de Planificación Inicial The initial planning process includes the activities that occur from a child’s first referral to AzEIP through the determination of eligibility and, if eligible, through the first meeting where a plan is made with the family about how we can support the family in early intervention.

Referral into AzEIP Multidisciplinary Evaluation and Screening, planning for evaluation Multidisciplinary Evaluation and Assessment Eligibility Determination On-going Services Initial IFSP Within 45 days Slide 44 in a flow chart format – can delete either 44 or 45.

Análisis, planificación para evaluación Referencia con AzEIP Evaluación y análisis multidisciplinario Análisis, planificación para evaluación Determinación de elegibilidad IFSP inicial dentro de los 45 días Servicios continuados

Referral Referencia Anyone can make a referral Referral information should include the primary concerns and family contact information Cualquiera puede hacer una referencia La información de referencia debe incluir las preocupaciones primarias y la información de contacto de la familia.

Eligibility Evaluation Evaluación de Elegibilidad Timely and comprehensive multidisciplinary evaluation of the needs of children and family-directed identification of the needs of each family Evaluación multidisciplinaria a tiempo y completa de las necesidades de los niños e identificación orientada a la familia de las necesidades de cada familia. Required component – again, the feds require multidisciplinary Moved slide from after Timelines

Developmental Perspectives Development is a highly integrated process, rather than a series of discrete, sequential steps. Perspectivas de Desarrollo El desarrollo es un proceso altamente integrado, en vez de una serie de pasos discretos y secuenciales. A simple meal is really a bunch of integrated developmental activities. The child’s development in different areas happens together and is affected by the different areas.

Arizona’s Definition of Developmental Delay Definición de Arizona para Retraso del Desarrollo Arizona’s Definition of Developmental Delay Un niño de nacimiento a 36 meses de edad que no ha alcanzado el 50 por ciento de las metas de desarrollo esperadas a su edad cronológica, en uno o más de las áreas siguientes: Física (motricidad fina y/o gruesa, sensorial incluyendo visión y/o oído) Cognitiva Comunicación Social o emocional Adaptiva A child birth to 36 months of age who has not reached 50 percent of the developmental milestones expected at his/her chronological age, in one or more of the following domains: Physical (fine and/or gross motor, sensory including vision and/or hearing) Cognitive Communication Social or emotional Adaptive Required component – AzEIP’s definition – 50% in one or more areas…note: physical domain to include hearing and vision.

Definition (continued) Definición (continuado) Definition (continued) O Condiciones establecidas Que se sabe que tienen una alta probabilidad de resultar en retraso del desarrollo Tiene que ser diagnosticada por un profesional calificado. OR Established Conditions Known to have a high probability of resulting in developmental delay Must be diagnosed by a qualified professional OR child has an established condition

Established conditions may include but are not limited to: Las condiciones establecidas pueden incluir pero sin limitarse a: Established conditions may include but are not limited to: Cerebral palsy Chromosomal abnormalities Severe attachment disorders Pediatric under nutrition (Failure to thrive) Metabolic disorders Neural tube defects (e.g. spina bifida) Significant auditory or visual impairment Periventricular leukomalasia Parálisis cerebral Anormalidades cromosómicas Trastornos severos de apego Subnutrición pediátrica (no prosperar) Trastornos metabólicos Defectos del tubo neural (por ejemplo, espina bífida) Impedimento auditivo o visual significativo Leucomalacia periventricular Some examples of established conditions Periventricular leukomalasia = Is associated with the formation of cysts or fluid filled holes in the brain; the destruction of white matter in the brain due to lack of oxygen and resulting in the development of cysts around the lateral ventricles. This is a common cause of cerebral palsy in premature infants; injuries to part of the brain near the ventricles, caused by lack of oxygen.

DES/Division of Developmental Disability (DDD) eligibility** Elegibilidad** DES/División de Discapacidad del Desarrollo (DDD) DES/Division of Developmental Disability (DDD) eligibility** A child under the age of 6 may be eligible for services if there is a strongly demonstrated potential that the child is or will become developmentally disabled (Cognitive Disability, CP, Epilepsy or Autism) as determined by appropriate tests. (A.R.S. 36-551) Un niño menor de 6 años de edad puede ser elegible para servicios si hay un potencial firmemente demostrado que el niño presenta o presentará una discapacidad en su desarrollo (discapacidad cognitiva, CP, epilepsia o autismo) según lo determinado mediante pruebas apropiadas. (A.R.S. 36-551)

Arizona State Schools for the Deaf and the Blind Escuela Estatal para Sordos y Ciegos de Arizona Eligibility: Diagnosed, bilateral, permanent hearing loss; and/or Medically diagnosed visual impairment AND the visual/hearing impairment must interfere with the child’s performance in their educational environment Elegibilidad: - Pérdida auditiva diagnosticada, bilateral, permanente; y/o - Impedimento visual diagnosticado médicamente, Y el impedimento visual/auditivo tiene que interferir con el rendimiento del niño en su entorno educativo. ASDB, as a State agency, determines its eligibility. Additional info from federal law: Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child's educational performance. For early intervention, we look to see how the diagnosis impacts the child’s development. For more information about ASDB eligibility, we encourage you to get to know the vision and hearing specialists in your community and learn more about the agency and their support for families and children.

AzEIP-Only AzEIP solamente Eligibility: Children who are eligible for AzEIP but do not meet eligibility for another agency (DDD or ASDB) Elegibilidad: Los niños elegibles para AzEIP, pero que no satisfacen elegibilidad para otra agencia (DDD o ASDB) These are children who have a 50% delay in one or more areas or who have one of the established conditions listed previously. [If there are questions about ADHS: They no longer provide direct services to children in AzEIP, but they still collaborate with AzEIP through the ICC. In addition, they assist with ensuring that AzEIP knows of its programs. AzEIP then helps families access those DHS programs that a child and family may be eligible for. All children who were previously eligible for ADHS continue to be served in early intervention. Before a child was eligible for DHS, they had to be eligible for AzEIP. So, these children are simply considered AzEIP-only now.]

Individualized Family Service Plan (IFSP) Plan de Servicio Familiar Individualizado (IFSP) Required component. This component as a number of different parts and also includes the requirement of service coordiantion that we mentioned earlier.

Assessment Evaluación Familia Family Otros cuidadores Other caregivers Identificar rutinas, intereses, actividades Desarrollo dentro del contexto de rutinas Family Other caregivers Identify routines, interests, activities Development within context of routines

IDEA (§636) IDEA (§ 636) Cada infante o niño con una discapacidad, y la familia del infante o niño, tiene que recibir: una evaluación multidisciplinaria de los puntos fuertes y las necesidades del infante o niño y la identificación de servicios apropiados para satisfacer dichas necesidades; una evaluación orientada a la familia de los recursos, prioridades e inquietudes de la familia y la identificación de los apoyos y servicios necesarios para mejorar la capacidad de la familia de satisfacer las necesidades de desarrollo del infante o niño; y un plan escrito de servicio familiar individualizado desarrollado por un equipo multi-disciplinario, incluyendo a los padres, como lo requiere la subsección (e), incluyendo una descripción de los servicios apropiados de transición para el infante o niño. Each infant or toddler with a disability, and the infant's or toddler's family must receive: a multidisciplinary assessment of the unique strengths and needs of the infant or toddler and the identification of services appropriate to meet such needs; a family-directed assessment of the resources, priorities, and concerns of the family and the identification of the supports and services necessary to enhance the family's capacity to meet the developmental needs of the infant or toddler; and a written individualized family service plan developed by a multidisciplinary team, including the parents, as required by subsection (e), including a description of the appropriate transition services for the infant or toddler.

IFSP IFSP A process and a document required by law Un proceso y un documento requeridos por ley   Los recursos, prioridades e inquietudes de la familia guían el IFSP. Refleja los resultados funcionales importantes para la familia y el niño. Evaluado una vez al año y revisado por lo menos cada 6 meses. A process and a document required by law Family’s resources, priorities, and concerns guide the IFSP. Reflects functional outcomes important for the family and child Evaluated once a year and reviewed at least every 6 months Functional outcomes are goals and changes. The supports and services assist the family in meeting the outcomes within their everyday routines, activities and interactions. Each year an annual assessment is conducted. For example, a child’s currently level of development is updated. Every 6 months, the IFSP is reviewed, or more often where appropriate based on infant or toddler and family needs. A family can ask for an IFSP meeting at any time.

El IFSP tiene que incluir: IFSP must include: El IFSP tiene que incluir: Child’s present levels of development; Family's resources, priorities, and concerns; Functional, measurable outcomes expected to be achieved for the child and family; Criteria, procedures, and timelines to determine progress; Early intervention services, including the frequency, intensity, and method of delivering services; Niveles actuales de desarrollo del niño; Recursos, prioridades e inquietudes de la familia; Resultados funcionales, medibles, que se espera alcanzar para el niño y la familia; Criterios, procedimientos y fechas límite para determinar progreso; Servicios de intervención temprana, incluyendo la frecuencia, intensidad y método de proveer servicios. - Levels of development include cognitive, physical, communication, social or emotional, and adaptive development, based on objective criteria - Family’s RPC relate to enhancing the development of the family's infant or toddler with a disability. - The functional outcomes include pre-literacy and language skills, as developmentally appropriate for the child. The outcomes should be participating-based, that is, outcomes that occur through the child’s participating in everyday activities. - Description of outcomes includes how progress is being made towards achieving the results/outcomes is being made and whether modifications or revisions of the results or outcomes or services are necessary - Services: based on peer-reviewed research, to the extent practicable, necessary to meet the unique needs of the child and family

El IFSP tiene que incluir: IFSP must include: El IFSP tiene que incluir: Entornos naturales para que ocurran los servicios;   Fechas proyectadas para iniciar los servicios y la extensión, duración y frecuencia esperadas de los servicios; Identificación del coordinador de servicios; y Pasos a tomar para apoyar la transición del niño a preescolar u otros servicios apropiados. Natural environments for services to occur; Projected dates for initiation of services and the anticipated length, duration, and frequency of the services; Identification of the service coordinator; and Steps to be taken to support the child’s transition to preschool or other appropriate services. - Natural environments: where services will appropriately be provided, including a justification of the extent, if any, to which the services will not be provided in a natural environment - ID of service coordinator – the person who will be responsible for the implementation of the IFSP and coordination with other agencies and persons, including transition services

Developmental Perspectives Perspectivas de Desarrollo Developmental Perspectives Los niños se desarrollan dentro del contexto de sus interacciones, rutinas y actividades diarias. Sus procesos de desarrollo tienen un impacto sobre cómo interactúan y funcionan en su familia y su vida comunitaria. Children develop within the context of their everyday interactions, routines, and activities. Their developmental processes impact how they interact with and function in their family and community life For infants and toddlers, they develop and grow in those places where they spend most of their time and with the people they see the most. So, early intervention providers should try to support those caregivers that are around the child and give them ideas and strategies to help the child develop in their natural environments.

Functional outcomes for very young children with disabilities are outcomes that make day to day life for both the child and family easier, while also promoting the child’s development, engagement, independence, and social relationships [Hatton et al (2003)] Los resultados funcionales en niños muy pequeños con discapacidades son resultados que hacen más fácil la vida cotidiana para el niño y la familia, a la vez que promueven el desarrollo, participación, independencia y relaciones sociales del niño. [Hatton et al. (2003)] Functional outcomes: Refer to things that are meaningful to the child in the context of everyday living Refer to an integrated series of behaviors or skills that allows the child to achieve the important everyday goals Emphasize ‘meaning’ – ask: Can the child carry out meaningful behaviors in a meaningful context? NOT Can the child perform discrete behaviors such as knowing 10 words, smiling at mom, stacking 3 blocks, pincer grasp, walking backward What about domains? Functionality is not domains-based; children function across developmental domains Functionality can involve multiple domains and can cross domains Functional outcomes refer to behaviors that integrate skills across domains

Resultados funcionales Functional Outcomes Increase participation in activities Improve social relationships Promote independence Participación incrementada en actividades Relaciones sociales mejoradas Promover independencia

Resources, priorities,concerns, and interests Outcomes Resources, priorities,concerns, and interests Strategies Routines Services The on-going assessment of a child’s development is required throughout their time in early intervention. That along with parent’s changing resources, priorities and concerns and changing routines of the family generates on-going review of the functional otcomes and resulting supports and services. On-going Assessment

Recursos, prioridades, inquietudes e intereses Resultados Estrategias Rutinas Servicios Evaluación continuada

Developmental Perspectives Perspectivas de los progresos Durante los primeros años de vida, lo que los niños aprenden acerca de sí mismos y el mundo que les rodea ocurre durante interacciones sociales con los padres y otros miembros de la familia, como parte de rutinas diarias como vestirse y comer la cena.   During the earliest years of life, children’s learning about themselves and the world around them occurs during social interactions with parents and other family members as part of daily routines, such as getting dressed and eating dinner. Think about all the different things that happen during breakfast or dinner … Who is around? Where does it happen? How does the child eat and drink? All these things contribute to a child’s learning and development.

What are Natural Environments? ¿Qué son entornos naturales? Entornos que son naturales o normales para los compañeros del niño de la misma edad que no tienen discapacidad Settings that are natural or normal for the child’s age peers who have no disability Where the services are provided depends upon the family’s natural environments. Ask the family where they spend their day … these are the family’s natural environments. They might be home, child care, a relative’s house, the park, etc.

Early Intervention Services may include: Los Servicios de Intervención Temprana pueden incluir: assistive technology devices and services audiology family training counseling and home visits health services nursing medical services only for diagnostic or evaluation purposes vision services dispositivos y servicios de tecnología asistencial audiología entrenamiento familiar consejería y visitas a la casa servicios de salud enfermería servicios médicos solamente para propósitos de diagnóstico o evaluación servicios para la vista One of the service coordinator’s responsibilities is to ensure that the services identified on the IFSP are provided to the family according to the Actual Start Date. The service coordinator will look to use all funding resources to obtain the services as required on the IFSP.

Early Intervention Services may include: Los Servicios de Intervención Temprana pueden incluir: Early Intervention Services may include: servicios nutricionales terapia ocupacional terapia física servicios psicológicos coordinación de servicios servicios de trabajo social instrucción especial patología del habla-lenguaje transporte y costos relacionados nutrition services occupational therapy physical therapy psychological services service coordination social work services special instruction speech-language pathology transportation and related costs

Transition Transición All IFSPs contain Transition Planning Page which includes: - discussions with and training of family members related to future placements; - procedures to prepare child for changes; and, - with parental consent, share information, evaluations, assessments, and IFSPs with preschool and other programs. Todos los IFSPs contienen una Página de Planificación de Transición, que incluye: - Discusiones y entrenamiento con miembros de la familia relacionados con colocaciones futuras; - Procedimientos para preparar al niño para cambios; y - con consentimiento de los padres, compartir información, evaluaciones, análisis e IFSPs con preescolar y otros programas. Required in all IFSPs. Transition should be an ongoing discussion from the beginning of EI services…keep in mind that PEA eligibility is different from EI…it is NOT guaranteed that services will continue…again, review the new transition agreement between AzEIP and ADE.

IFSP = Improved Child and Family Outcomes IFSP = Resultados Mejorados para Niño y Familia IFSP = Improved Child and Family Outcomes Resultados para el niño: Habilidades social-emocionales positivas, Adquisición y uso de conocimientos y aptitudes, y Uso de comportamiento apropiado para satisfacer necesidades.   Resultados para la familia: Conocer sus derechos, Comunicar efectivamente las necesidades de su niño, y Ayudar a su niño a desarrollarse y aprender. Child outcomes: Positive social-emotional skills, Acquisition and use of knowledge and skills, and Use of appropriate behavior to meet needs. Family outcomes: Know their rights, Effectively communicate their child’s needs, and Help their child develop and learn.

Sources of Information Fuentes de Información Ley y Reglamentos IDEA http://www.ed.gov/osers AzEIP http://www.azdes.gov/azeip/ Incluye información acerca del sistema AzEIP, incluyendo información para familias y profesionales. Enlaces a otros recursos de intervención temprana. AzEIP Spanish Text http://www.nau.edu/ihd/asdtp Incluye información de las Normas de Práctica AzEIP. Enlaces a otros recursos de intervención temprana. IDEA Law and Regulations http://www.ed.gov/osers AzEIP http://www.azdes.gov/azeip/ Includes information about the AzEIP system including information for families and professionals. Links to other early intervention resources. AzEIP Standards of Practice http://www.nau.edu/ihd/asdtp Includes information for the AzEIP Standards of Practice. Links to other early intervention resources. Additional website sources to be familiar with…

Información de Contacto Contact Information Información de Contacto AzEIP Technical and Monitoring Specialist Contact: Kristy Thornton ( 520 ) 591-3413 Kristy.thornton@nau.edu Arizona Early Intervention Program (602) 532-9960 www.azdes.gov/azeip Especialista Técnico y de Monitoreo AzEIP: Contacto: Kristy Thornton ( 520 ) 591-3413 Kristy.thornton@nau.edu Programa de Intervención Temprana de Arizona (602) 532-9960 www.azdes.gov/azeip