The coordination of services is an active, ongoing process that assists and enables families to access services and assures their rights and procedural safeguards under IDEA.
U.S. Department of Education U.S. Department of Health and Human Services Collaboration and Coordination of the Maternal, Infant, and Early Childhood Home Visiting Program and the Individuals with Disabilities Education Act Part C Programs
Effective collaboration and coordination across MIECHV and the IDEA Part C Program can create a high-quality system of services and supports for infants and toddlers with disabilities and their families: It is the position of both Departments that all infants and toddlers and their families should have access to coordinated, comprehensive services that support overall health, development, and wellness.
DEC Recommended Practices
DEC Recommended Practices are a DEC initiative that bridges the gap between research and practice, offering guidance to parents and professionals who work with young children who have or are at risk for developmental delays or disabilities.
Minnesota Early Childhood Indicators of Progress (ECIPs)
The ECIPs are Minnesota’s early learning standards. Revised and expanded in 2016, these standards are a framework for a common set of developmentally appropriate expectations for children ages birth to kindergarten, within a context of shared responsibility for helping children meet these expectations. The ECIPs are aligned to the Minnesota Kindergarten Academic Standards.
PACER Center – Individualized Family Service Plan webpage
This resource is designed to help families understand the scope of what an IFSP is meant to do and support, including the provision and coordination of services. Practitioners can use this site for valuable perspective-taking and as a resource to share with parents.
Iris Center Module - Related Services: Common Supports for Students with Disabilities
This Module offers a description of related services and an overview of the benefits they provide to students with disabilities in the general education classroom. It highlights five commonly used related services (Physical Therapy, Occupational Therapy, Speech-Language Pathology Services, Social Work Services, and Psychological Services) and briefly highlights many of the other related services as identified through IDEA '04.
Minnesota Department of Education and Minnesota Department of Health - Sharing Child Information to Coordinate Early Childhood Special Education (ECSE) Referrals, GUIDANCE FOR CLINICS AND SCHOOLS
When clinics and schools communicate effectively, families get the support they need to move from screening to evaluation to appropriate services, resulting in better developmental outcomes for their child. This resource clarifies responsibilities.
Iris Center Video Vignettes
The Iris Center offers a variety of video vignettes in which real professionals and families share their perspectives and experiences. They provide insight for programs into the coordination and implementation of services.
Minnesota Centers of Excellence Service Coordination Modules
Use these six modules to build program and staff capacity in providing coordinated services to children and families.
These modules require FlashPlayer installed on your computer.
Minnesota Department of Health – Locating and Coordinating Health Services
Use this navigation tool to locate services for children and families in Minnesota based on zip code.
Service Coordinator Checklist - July 2015 - Supporting Families of Children Who are Deaf or Hard of Hearing
This supplemental checklist was developed as a resource to assist EHDI teams and families with children identified as deaf or hard of hearing.
PACER Technical Assistance Center Brief - Assistive Technology for Infants, Toddlers, and Young Children with Disabilities
This brief provides general guidance on the types of assistive technology (A.T.) available, along with information on how A.T. needs are assessed, how A.T. is paid for, and where in a child’s services A.T. is provided.
ECTA Practice Guides and Companion Videos
Team members frequently communicate with one another. The communication can include emails, text messages, notes, or reports. Other times the communication includes as phone calls, face-to-face meetings with one person, or during group meetings. All of these communications involve verbal and non-verbal messages or actions to make sure others understand the intent of a message. A few simple things can help ensure communication attempts are successful.
Early childhood intervention teams include practitioners from different disciplines working together to provide the most effective interventions to help a child and family. There are many opportunities for team members to assist each other to expand their knowledge and learn to use new practices. This practice guide includes different things team members can do to actively and meaningful support other members to grow and learn.
ECTA Practice Guides and Companion Videos - Helping Families Be Full Team Members
Families are full team members when they participate in all aspects of assessment, evaluation, IFSP/IEP planning, and implementation of the plan. This is important because families are the most knowledgeable about child and family life and have much to contribute to child and family interventions. It is important to value and incorporate family input throughout the entire assessment and intervention process. This practice guide includes different things practitioners can do to actively and meaningfully involve family members in assessment, planning, and intervention practices.
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