chase bolds, m.ed, part c coordinator, babies can’t wait program georgia’s family outcomes...
TRANSCRIPT
Chase Bolds, M.Ed , Part C Coordinator, Babies Can’t Wait program
Georgia’s Family Outcomes
Indicator # 4
A Systems Approach
Presentation to OSEP ECO/NECTAC Child & Family Outcomes Meeting
July 30, 2010
ACCESS
Access to affordable, quality health
care in our communities
RESPONSIBLE
Responsible health planning
and use of health care resources
HEALTHY
Healthy behaviors and
improved health
outcomes
DCH Mission
DCH InitiativesFY 2011
Continuity of Operations Preparedness
Customer Service
Emergency Preparedness
Financial & Program Integrity
Health Care Consumerism
Health Improvement
Health Care Transformation
Public Health
Workforce Development
Family Outcomes APR Indicator # 4
Percent of families participating in Part C who report that early intervention services have helped the family:
A. Know their rights
B. Effectively communicate their children’s needs
C. Help their children develop and learn
Family Outcomes in Georgia
The Georgia Part C early intervention program completes the Family Outcome Survey for every family when transitioning from the program.
The Georgia Part C early intervention program began collecting data March 1st, 2006.
Family Outcomes in Georgia
The overall goal of early intervention in Georgia is to empower families to help their child reach their highest developmental potential in their natural environment.
Family Outcomes in Georgia
Georgia Part C has developed a systematic approach to support families using family –centered principles.
A Systematic Approach to Support Families in Georgia
Professional Development activities for providers • Local Interagency Councils• Families as partners and professionals
• Parent Educator and training activities• Program monitoring activities
• Assessment tools
Professional Development Activities for Providers
Training on Evidence-Based Practices in Early Intervention by Sheldon and Rush
– Ensures providers working with families understand their role is to support the family that families can enhance their child’s learning with
appropriate supports and resources that children learn best during their everyday routines,
interacting with family and interest-based activities
Professional Development Activities for Providers
Technical Assistance in the Primary Service Provider teaming method of service delivery has continued following the regional provider team trainings to district EICs and all service providers.
Technical assistance provided through contracts with the University of Georgia, Valdosta State University and Dr. Dathan Rush and Dr. M’Lisa Sheldon.
Supporting Families through Best Practice
Frequently Asked Questions: The Service Coordinator and the Primary Service Provider (PSP) Approach is available to families and early interventionist through the state web sites and/or local programs.
– Includes discussions of the service coordinators role in the PSP approach as well as discussions regarding how the PSP visits include utilizing the child’s natural environments and activities and/or routines.
Supporting Families through Best Practice
Georgia Part C program is presently over 87% implemented statewide in using the teaming and coaching approach in supporting families.
Supports for Families through Local Interagency Councils
The LICC brings together families and agencies from the community to share their experiences, knowledge and resources to provide the best and most effective early intervention system for their community.
Supports for Families through Local Interagency Councils
Being a member of the LICC parents have an opportunity to network with other families and professionals, advocate for services for their children in a group effort, and learn about resources in their community.
Supports for Families through Local Interagency Councils
LICC provides an opportunity to talk about tough issues facing parents with children with special needs in a supportive environment. – It is also a forum to allow parents to discuss what
their needs are to others who may face the same issues.
Parents as Partners and Professionals in Early Intervention
Georgia’s Comprehensive System of Personnel Development (CSPD) includes Project Skilled Credentialed Early Interventionist (SCEIs)
Professional Development Activities for Providers
Project SCEIs trains BCW personnel using family –centered principles.
Parent Educator Activities
BCW parent educators have monthly direct parent contact and focus their interactions with BCW families to educate them about best practices, processes, and most of all provide families with additional supports and resources .
Parent Educator Activities
As a liaison between the parents served by the Part C program and BCW, parent educators help ensure that the a major CSPD component is implemented effectively.
Parent Educator Activities
Parent are employed as paid staff to promote family center partnerships, collaborate with local and state EI personnel and enhance cultural sensitivity within the Part C program.
Program Monitoring Activities
Parent educators are part of the program monitoring teams which conduct site visits.
The parent educator serves in a parent representative role conducting all interviews with parents, LICC chair and members as well as the district parent educator.
Assessment Activities
Determination of Eligibility report IFSP –family and child routines and interest
Assessment
Beginning at the intake process and throughout IFSP development, families are encouraged to discuss the child and families strengths, interest, concerns and daily routines.
Determination of Eligibility
SECTION D1: BABIES CAN’T WAIT EVALUATION AND ASSESSMENT REPORT
Family/Caregiver Priorities Family/Caregiver Routines/Activities Observed
Assessment
Some local Early intervention programs throughout Georgia use the “Early Preschool Interest –Based Everyday Activity Checklist” – Assists in promoting involvement of the child in
the everyday life of the family– Assist in identifying learning opportunities that are
part of the child's interest and routine
IFSP Development
Section 3 of the IFSP assists the IFSP team in identifying the wide range of routines, activities, and settings in which the child is involved.
IFSP Development
Information gathered guides the team in planning all steps of the early intervention process from evaluation and assessment through program planning (IFSP development) and implementation (intervention).
IFSP Development
Each step of the process is linked to the routines, activities, and settings identified by the family.