Online System Overview Follow-up Session (SOFU)

SOFU (online)Find email from EITP ([email protected])
AFTER training
survey received
*OT, PT, SLP, SW, LCPC, Nutrition/Dietitian
Zoom Basics
Chat to everyone or a specific person
Participants Window: You must have your full name listed for attendance!
Find your name
Muted Note line crossed through
Not MUTED! We can hear/see you (and your phone call, your dog, the person
walking behind you, etc)
8
Introductions
http://www.wiu.edu/ProviderConnections/links/CFCList.html
Indicate in chat: • City, County of residence • CFC #s, if known, you
are considering working with
Agenda 1. Introduc tions 2. E arly Intervention S ys tem 3. E I Proc es s (the F am ily’s J ourney) 4. W orking in E arly Intervention (your J ourney)
Your S OF U toolkit is at https ://blogs .illinois .edu/view/6150 /80 7293
Online SOFU Toolkit Your online portal for res ourc es related to this
training and s tart ing in E I T he toolk it has m ore res ourc es than what is inc luded
today s o we enc ourage you exploring it !
Start with WHY
Write 5 reasons why you decided to work in EI. Let it
remind you why you do this job!
Your “WHY”
EI System Referral, Intake, Eval/Assmt, IFSP, Transition, Exit
EI Process “HOW”
EI Billing/Payments
Working in EI “WHAT”
Your EI Journey Think back on your own journey and identify 5 significant m om ents that have helped you to get here.
Your “WHY”
1.
EI System S hared Vis ion, Mis s ion and Princ iples R ules and R egulations Illinois E I S ys tem T eam ing and C ollaboration Meas uring the S uc c es s of E I
““…To enable young children to be active and successful participants during the early childhood years and in the future in a
variety of settings – in their homes with their families, in childcare, in preschool or school programs, and in the community.”
The Goal of Early Intervention
from ECTA Outcomes Center “At a Glance: Child & Family Outcomes” (December 2010) based on Family and Child Outcomes for Early Intervention and Early Childhood Special Education, (April 2005).
New Principle (#5): Services and interventions shall be integrated into a comprehensive IFSP that requires families and professionals work together to consistently exchange knowledge and information with each other. It also requires collaborating across disciplines within the broader early childhood system to increase the team’s capacity to jointly solve problems and implement interventions. The plan shall be built around family strengths, priorities, resources, routines and activities and avoid unnecessary duplication of services. Services and strategies are based upon the best available research, recommended practices in the field and special education laws and regulations.
Extend Your Learning
Mis s ion and K ey Princ iples of Part C E arly Intervention
F oundational Pillars of E arly Intervention
R egis ter at https ://go.Illinois .edu/E IT Ponline 31
What values we share
It Matters ! How C ulture Im pac ts our work with F am ilies
Us ing L ive Video Vis its in E arly Intervention (During C OVID- 19)
R egis ter at https ://go.Illinois .edu/E IT Ponline 35
Where do you stand? Agree or dis agree?
Where do you Stand Google Doc
EI System
Mandated Reporting and HIPAA T ake a few m inutes to review the Mandated
R eporting and the HIPAA res ourc e pages us ing the links in your toolk it .
Any ques tions on thes e topic s ? ?
B eyond Mandated R eporting: R ec ogniz ing and R eporting C hild Abus e
43
Family Rights W hen do we dis c us s fam ily rights ?
R eferral Intake E valuation/As s es s m ent IF S P Developm ent IF S P R eview T rans it ion All of the above
44
monitoring
Right to disagree, complain, mediation
Let’s look at the right of written prior notice.
Im agine that you are the interventionis t that has worked with a fam ily for a year. T he annual review is c om ing due. T he fam ily is entit led to prior notic e.
Why is this important?
Family Rights S tate of Illinois ' Infant/T oddler & F am ily R ights under
IDE A for the E arly Intervention S ys tem (F am ily R ights Handbook) (Derec hos De Infantes & F am ilias B ajo IDE A)
S ec tion 6 of "F am ily Guide" C hapter 4 of “Provider Handbook”
47
Yes I think s o No
49
50
Related Programs
Measuring the Success of EI C hild Outc om es F am ily Outc om es
Acquiring and Using Knowledge and Skills
Taking Appropriate Action to Meet Needs
Federal guidelines require states collect
data to measure child’s progress in these 3
areas
56
57
these outcomes to a family of a…
6-month-old? 15-month-old? 30-month-old?
Positive Social Relationships
Family Outcomes Survey
Know Their Rights
data to measure family’s progress in
these 3 areas
Child Outcomes
W ho reviews our c hild outc om es ? C F C (loc al) IDHS (s tate) OS E P (federal) All of the above None of the above
C hild Outc om e S um m ary (C OS )C ollec ting and Us ing Data to Im prove Program s
T he Im pac t of E arly Intervention on F am ilies : F am ily Outc om e S urvey
64
Any questions?
As you return to our session, think about this… After you finish today’s training and send your application in to
Provider Connections, what are YOU going to do next? Share your thoughts in chat.
10 Minutes remain!Lunch Break!
Any questions?
Transition/ Exit
“Every relationship has the potential and power to enhance other as s oc iated relations hips .”
(Gilkers on & Taylor- R itz ler, in pres s ; W es ton et al, 19 9 7)
EI Process in Illinois (pdf)
Pathways Zero to T hree C DC Miles tones
C hild F ind S tandardized Illinois E arly Intervention R eferral F orm
F orm (pdf) - Updated 3/20 18, revis ed 1/8/19
Intake F am ily As s es s m ent
R B I AS QS E 2 Intake S oc ial His tory S um m ary Authorization F orm
Intake
What Is Family Assessment?
Family assessment is inviting a family to share inform ation, voluntarily, to help the early intervention team better unders tand their fam ily, their c onc erns , priorit ies , and res ourc es as it relates to their c hild’s
developm ent and learning.
Intake: CFC Intake/Soc. Hx
R eferral to Illinois E arly Intervention
F am ily As s es s m ent in the E arly Intervention S ys tem
S ervic e C oordination & F am ily As s es s m ent (Multi- day Ins titute)
82
Multidisciplinary Evaluation/Assessment
Multidis c iplinary Approac h As s es s m ent T ools R eport F orm at
Eval/Assmt
Multidisciplinary In the c hat, How does us ing a m ultidis c iplinary
approac h in the developm ental m odel align to our s hared vis ion/princ iples ?
How is this dif ferent f rom a m edic al m odel?
Differences between medical and
Evaluations and Assessment
1. W ho c an c om plete an INITIAL eval/assess for EI eligibility or for consideration of a new EI service? (select all that apply)
2. Who can complete ANNUAL evaluations/assessments? (select all that apply)
o Anyone with a s pec ialis t c redential
o Anyone with a profes s ional lic ens e
o Anyone with an evaluator c redential
o An as s oc iate level provider under the direc tion of a lic ens ed profes s ional
Assessment Tools
Authentic Assessment
Authentic assessment is assessment of the child’s skills in the real- life c ontexts of fam ily, c ulture and c om m unity rather than dis c rete is olated tas ks irrelevant to daily life.
92
Provider Handbook
E valuation- As s es s m ent R eport F orm at – R 12- 0 1- 15 – W ord
What are some concerns to be aware of when writing reports?
Authentic As s es s m ent in E arly Intervention Hawaii E arly L earning Prof ile (and other global
as s es s m ent trainings ) T he Illinois E arly Intervention R eport F orm at Painting a Pic ture: W rit ing E f fec tive E arly
Intervention R eports 95
Any questions about EVALUATION/ASSMT.?
Eligibility
Eligibility Criteria in Illinois Medical Diagnosis • see approved listing of medical diagnosis in resources
Developmental Delay • 30% in at least one domain based upon domain level
functional performance using approved tool
At-Risk • including a parent with mental illness or developmental
disability, being homeless, or other risk criteria as defined PH Ch 3.10
Domain Level Performance
• their observations of the child • the child’s skills in the context of daily routines &
activities, • the way in which the child’s challenges are
impacting other areas of development or behavior,
• and come to a team consensus on how the child is functioning compared to age expectations.
Must use a testing tool from the
Approved Instrument List, &
information such as:
Informed Clinical Opinion may be used
What can we do to help families that are found to be ineligible or don’t meet eligibility criteria?
Authorization Information
Eligibility is always a team decision
Eligibility is for access to the EI System, not for particular services within the system
There is no one formula for determining eligibility as each testing tool and each child’s circumstances are unique
There will be instances where the approved testing tool you use does not give you the neat numbers you need for eligibility
Overview of E ligibility in the Illinois E I S ys tem
T he Grey Areas of E ligibility for E I: F ac tors to C ons ider when S upporting F am ilies
104
Any questions about ELIGIBILITY?
Initial IFSP IF S P C om ponents T he E I IF S P Proc es s F lowc hart Illinois Polic y and Proc edure - C h 12 of C F C Proc edure
Manual IF S P T eam IF S P Meeting Developm ent and Outc om es Im plem entation
IFSP
W hat experienc e have you had with init ial IF S P developm ent? None I’ve attended IF S P m eeting as a parent I’ve observed IF S P m eetings to learn
m ore I’ve actively partic ipated in IF S P as team
member
Key Steps: IFSP Process
Keep in mind the critical timelines set in the IDEA regulations!
IFSP Document Components S tatem ent of c hild’s pres ent levels of
developm ent Child outc om e m eas ures S tatem ent of fam ily res ourc es , priorit ies and
c onc erns S tatem ent of m ajor outcomes expec ted S tatem ent of s pec if ic s ervic es to m eet the
unique needs of c hild a fam ily S tatem ent of Natural environm ents Projec ted dates and duration of s ervic es T rans it ion plan Cons ent
IFSP Meeting
Sample IFSP Agenda (pdf or Word)
1. Introduc tions 2. R eview the Illinois Princ iples of E arly
Intervention 3. Dis c us s the following while gathering
input f rom fam ily and team : 1. S um m ary of evaluation/as s es s m ent
inform ation 2. New inform ation 3. C hild Outc om es Meas ures (required
by the S tate for federal reporting) 4 . F am ily Priorit ies 5. Outc om es (guided by fam ily
priorit ies and aligned to c hild outc om es )
6 . S trategies 7. S upport s and s ervic es to m eet c hild
and fam ily needs (s ervic e plan)
the family involvement? the environment?
Levels of Development
If you were not pres ent for the
m eeting, what m ight you have m is s ed
learning about B ri and her fam ily?
Child Outcomes Positive Social Relationships
Acquiring and Using Knowledge and Skills
Taking Appropriate Action to Meet Needs
How did the team c om e to
c ons ens us ?
117
• If you were to focus your attention on one thing for your family or child right now, what would it be?
• If we were to focus our attention on one thing for your family or child, what should it be?
• If you could change one thing about XXXXX (given situation), what would it be?
• Imagine 6 months or 1 year from now; what would you like to be different in terms of (event, situation, family life, and child’s abilities)?
Clarifying Family Priorities
The “F” Word: Functional
Functional refers to “things that are useful and meaningful in the context of everyday living and represent an integrated series
of behaviors or skills that allow a child to achieve important everyday goals and
participate in day - to - day routines”.
Pletcher, L., & Younggren, N. (2013). The Early Intervention Workbook: Essential practices for quality services. Baltimore, MD: Paul H. Brookes Publishing Co.
Most basic version of writing outcomes
Modified from Pletcher, L., & Younggren, N. (2013)
1. Name of the child 2. Action Verb 3. Where outcome happens
• Where its demonstrated or practiced
4. Rationale • Reason child is doing this, which ties back to
priority
Modified from Pletcher, L., & Younggren, N. (2013)
1. Name of the child: Carson 2. Action Verb: will feed himself 3. Where outcome happens: during mealtime 4. Rationale: in order to gain independence
and prepare for preschool.
Family Centered Functional Outcomes
123
Child Priorities Have her talk, use words, understood by others, decrease frustration, be able to spend time with children her own age, friends, be able to tell parents what she wants and need
What do we want for Bri and our family?
(Outcome)
(Child) Bri will express herself using words, gestures, or signs without whining or getting too frustrated, when mom is not available, so that she can have fun with her grownups and friends.
Bri’s Functional Outcomes – Example 1 with child priority focus
1. Name of the child: Bri 2. Action Verb: express herself using words, gestures, or signs
without whining or getting too frustrated 3. Where outcome happens: when mom is not available 4. Rationale: so that she can have fun, with grown-ups and friends
124
Child Priorities Have her talk, use words, understood by others, decrease frustration, be able to spend time with children her own age, friends, be able to tell parents what she wants and need
(Outcome)
(Child) Bri will express herself using words, gestures, or signs without whining or getting too frustrated, when mom is not available, so that she can have fun with her grownups and friends.
How will we achieve this outcome? (Strategies) What EI and/or other services and supports
would help us with this?
Fund Source
•Bri’s caregivers will learn to read her signs of frustration before she melts down
•Caregivers will learn and practice simple signs to pair with speaking
•Allow Bri to make easy choices (ie. juice or milk) for preferred items or activities
•Develop a picture schedule of routines and activities
•
Bri’s Functional Outcomes – Example 1 with child priority focus
125
Family Priorities: Time alone together, leaving Bri and baby with sitter
(Outcome)
(Family) Maria and Ted will feel comfortable leaving the children with a family member so they can have a few hours to themselves without interruptions each week.
Bri’s Functional Outcomes – Example 2 with family priority focus
126
Family Priorities: Time alone together, leaving Bri and baby with sitter
(Outcome)
(Family) Maria and Ted will feel comfortable leaving the children with a family member so they can have a few hours to themselves without interruptions each week.
How will we achieve this outcome? (Strategies) What EI and/or other services and supports
would help us with this?
Fund Source
•Discuss concerns with willing family members
•Ask for their ideas to help support this outcome
•Share Bri’s communication methods
•Find the best routine to show Bri pictures of family members and talk about them (wake up or bedtime?)
•Start slowly with Dad alone with Bri and Maria
• •
Bri’s Functional Outcomes – Example 2 with family priority focus
Outcomes to Strategies
Daily Routine Or Activity
Bri uses words so she can have fun with others.
At the Park
Daily Routine
Or Activity
Reminder: This work is done as a team!
Contact the EI Clearinghouse and they can send you copies of this to share with families and IFSP team members!
Any questions about IFSP?
From IFSP Meeting to Intervention
Partnering with Families DE C R Ps on F am ily C entered Prac tic es
Parents as experts F am ily C entered Prac tic es C hec klis t
W orking with Interpreters and T rans lators
R es pec ting C ultural Dif ferenc es
Im plic it B ias
Natural E nvironm ents
Natural Environments
Natural Partners in Natural E nvironm ents (booklet)
W orking in C hild C are as an E I Provider W orking with E arly Intervention as a
C hild C are Provider
eligible)
PH Ch 3.10
Natural E nvironm ents & Developm ental J us tif ic ation of Need
AT in Illinois E I: A review of Polic ies and Proc edures
W orking with Interpreters and T rans lators in Illinois
137
F am ily C entered Prac tic es in E I C oac hing W ebinar S eries Mini- Dis c us s ion S eries on a variety of topic s T he Growing B rain S eries And m uc h, m uc h m ore!!!!
138
Transition/Exit Goals R es ourc es
Transition/ Exit
Minimize disruption to the family system
Identify what information is already available and eliminate unnecessary testing
Promote serving the child and family in the Least Restrictive Environment (LRE)
T rans it ion: Partnering with F am ilies as they L eave E arly Intervention
Unders tanding Inc lus ion T rans it ion f rom E arly Intervention to E arly
C hildhood S ervic es : R oles and R es pons ibilit ies
142
Any questions about TRANSITION/EXIT?
You've completed your evaluation of a new referral, and Eiri does not meet eligibility criteria based on your tool.
What do you say to the parents? What happens next?
Jill is a single mother who attended the IFSP meeting without her partner Jordan, who is not the biological father. The IFSP meeting was very productive.
Services begin, and after the first month, Jill returns to work and Jordan is home full time with Jayli. According to Jill, Jordan has embraced his parental role and he and Jayli have a great relationship. However, when you show up, he seems unsure of what he is supposed to be doing.
You come in to work with Jayli, and Jordan sits on the sofa, and doesn't say much. What can you do to improve the situation?
You've been working with this family for a year. Parents have had some relationship issues and have decided to separate. The current arrangement is that Alexi spends each week alternating with each parent. There is some animosity, and one parent doesn't want to share information with the other.
What happens now?
Emma had been a part of EI now for a year and it is time for her annual eligibility redetermination. She originally qualified with a 45% delay in communications skills and has been making great progress with the assistance of her EI team consisting of her parents, the SC, the SLP, and DT.
Emma’s evaluation completed by the SLP indicates a 25% delay in Communication, and the DT reports a 25% delay in communication as well, with all other areas of development as age appropriate.
What happens now?
Devon is 34 months and has been involved in Early Intervention since his birth. Devon was born premature and has developmental delays as well as cardiac, gastrointestinal, and respiratory issues that require frequent monitoring and adaptations. He currently uses a gastrostomy tube for nutrition intake.
Devon’s grandmother has guardianship and neither birth parent is in the picture.
The service coordinator and IFSP team have been talking about transition and what happens after Devon turns three, but up to this point, she has not been ready to let go of “her baby”, saying, “he’s way too young for school and has too many issues.” Now that his third birthday is approaching, grandmother has had a change of heart and is ready to learn more.
What now?
3.
Paying for EI (Family)
S ec tion 4 of "F am ily Guide" Illinois S ys tem of Paym ents
F am ily F ee Ins uranc e
Private Public As s is tanc e
"Payer of L as t R es ort" C entral B illing Off ic e
Intervention is payer of last resort
Billing for EI (Providers) E nrollm ent E I C entral B illing Off ic e
E IC B O B illing Inform ation for Providers (pdf ) Ins uranc e
Private Ins uranc e B illing infographic (pdf ) E IC B O ins uranc e billing unit
QC laim s
Provider Enumeration System
Enroll with IMPACT
You can apply for IMPACT and EI Credential at the same time!
your billing handbook!
Qc laim s is where you submit claims electronically to the C entral B illing Off ic e. This s oftware is f ree, eas y to us e and c om pletely HIPAA
c om pliant. Addit ionally, it dras tic ally c uts the t im e f rom c laim s ubm is s ion to provider paym ent, c reates a perm anent rec ord of your billing and s ubm is s ion dates , and reduc es your c os t of doing bus ines s in E I.
To get s tarted s im ply vis it http://s pic laim s 0 1.eic bo.info/and view the init ial s ign- up doc um entation.
Working in Early Intervention
4.
How are you getting started? I am working with an agenc y as an em ployee I am working with as agenc y as a
c ontrac tual provider I will be working for m ys elf
162
Meet qualifications?
General Considerations
R eferrals /R elations hips (how do you get referrals and how m any? )
Materials (of f ic e s upplies , tes t k its , books , paperwork , etc .)
Independent vs. Agency Based?
Doc um entation
Financial Considerations
B illing
Paym ent s c hedule (when and how m uc h? )
E nrollm ent in a paym ent s ys tem
Profes s ional L iability Ins uranc e
Professional Considerations
Opportunit ies for c ons ultative profes s ional experienc es (240 hrs …)
Mentors hip/Guidanc e (peer- to- peer learning)
C am araderie and s upport
Independent Provider B us ines s owner with res pons ibilit ies !
T ax obligations
L egal obligations
S taf f obligations
Credentialing B as ic s Applic ation T em porary R equirem ents R enewal
Credentialing Basics Complete most updated application – http://www.wiu.edu/ProviderConnec tions /
C redentialing R equirem ents - http://wiu.edu/ProviderConnec tions /c redR eq.php
PH Ch 3.2
Instructions for New EI Credential Provider C onnec tions has ins truc tional video on f illing
out the E I C redential Applic ation R em em ber: you m us t have an NPI to apply for E I
C redentialing You c an apply for IMPACT and E I C redential at the s am e
tim e! Provider C onnec tions page has m any res ourc es to help!
Credentialing Basics Ongoing Professional Development
1x/m onth, non- billable ac tivit ies with s pec ialis t level profes s ional
C ons ultative experienc e m us t doc um ent 240 hours of profes s ional experienc e while being in c ons ultation with a profes s ional qualif ied to provide c ons ultative feedbac k
PH Ch 3.2
240 Hours Consultative Experience When: T he 18- m onth tem porary period begins on the date the
c redential was is s ued, not the f irs t date of s ervic e. Its 6 weeks at full- t im e (40 hrs /wk) OR 20 weeks at 12 hrs /wk OR 40 weeks at 6 hrs /wk
Who: It is the provider's res pons ibility to loc ate a pers on of the s am e dis c ipline or natural grouping to c ons ult with for the 240 hours C ontac ting C hild and F am ily C onnec tions (C F C s ) or attending
provider m eetings m ay be a good plac e to network and develop this type of relations hip.
Job shadowing does not count toward 240 hours!
Credentialing Renewal Requirements
PH Ch 3.2.7
Principles of Family-Centered Practices • Treat families with dignity
and respect • Are individualized • Are flexible
• Responsive to family concerns & priorities
• Involve information sharing • Honor family choice • Use parent - professional
collaboration • Promote families’ abilities to
utilize resources and supports
• Actively involve the family
(Dunst, 1995; Shelton & Stepanek, 1994; Trivette & Dunst, 2000)
remind you why you do this job!
Your “WHY”
EI System Referral, Intake, Eval/Assmt, IFSP, Transition, Exit
EI Process “HOW”
EI Billing/Payments
Find email from EITP ([email protected])
AFTER training
survey received
*OT, PT, SLP, SW, LCPC, Nutrition/Dietitian
Certificate of completion from ONLINE
System Overview MODULES
Send to Provider Connections…
ILLINOIS EI andILLINOIS STATE LICENSURE* credit
Slide Number 4
Participants Window: You must have your full name listed for attendance!
Slide Number 6
Slide Number 9
Slide Number 33
Slide Number 34
Slide Number 35
Where do you stand?
EI System
Child Outcomes Summary Process
Any questions?
Slide Number 73
Evaluations and Assessment
Domain Level Performance
What can we do to help families that are found to be ineligible or don’t meet eligibility criteria?
Authorization Information
Family Centered Functional Outcomes
Any questions about IFSP?
Partnering with Families
Slide Number 133
Slide Number 134
Transition/Exit
Paying for EI (Family)
Working in Early Intervention
General Considerations
Financial Considerations
Professional Considerations
Independent Provider
Credentialing Basics
Principles of Family-Centered Practices
Slide Number 179
ILLINOIS EI andILLINOIS STATE LICENSURE* credit
Send to Provider Connections…

Documents

Online System Overview Follow-up Session (SOFU)