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Early Intervention Leadership Academy

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Systems Organization and Management Early Intervention System Structure and Relationships Monica Grant, PT, DScPT, MS Program Director Frederick County Infants and ... – PowerPoint PPT presentation

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Title: Early Intervention Leadership Academy


1
Systems Organization and Management
  • Early Intervention System Structure and
    Relationships
  • Monica Grant, PT, DScPT, MS
  • Program Director
  • Frederick County Infants and Toddlers Program

2
The EIS as an Organization
  • The early intervention system (EIS) may be
    envisioned as an organization of structures and
    relationships
  • These structures and relationships
  • Exist on multiple levels
  • May be formal or informal

3
Formal Relationships in the EIS
  • Federal State
  • Office of Special Education Programs (OSEP)
  • dedicated to improving results for infants,
    toddlers, children and youth with disabilities
    ages birth through 21 by providing leadership and
    financial support to assist states and local
    districts.
  • provides monitoring and technical assistance to
    the early intervention system in each state

4
Formal Relationships in the EIS
  • Each state has determined an organizational
    structure for administering their early
    intervention system
  • This structure varies from state to state
  • Some states have regional (multiple counties,
    boroughs or districts) management
  • Some states have a variety of public and private
    agencies administering the early intervention
    system.

5
Formal Relationships in the EIS
  • In Maryland, the lead agency for early
    intervention is Maryland State Department of
    Education (MSDE).
  • MSDE through the Maryland Infants and Toddlers
    Program provides monitoring and technical
    assistance to 23 Local Infants and Toddlers
    Programs (LITPs) throughout Maryland.
  • LITPs are based in each county and Baltimore City

6
Formal Relationships in the EIS
  • Marylands Early Intervention System
  • As the State lead agency, the MSDE has entered
    into interagency agreements with the Department
    of Health and Mental Hygiene, the Department of
    Human Resources, and the Office for Children,
    Youth, and Families to define the roles and
    responsibilities of each agency in the statewide
    system of early intervention services.

7
Formal Relationships in the EIS
  • Marylands Early Intervention System

8
Formal Relationships in the EIS
  • State Interagency Coordinating Council (SICC)
  • The role of the SICC is to advise and assist the
    Maryland Infants and Toddlers Program
  • The mission of the SICC is to ensure that
    prevention and early intervention services for
    infants and toddlers with disabilities and those
    at risk of developmental delay are
    family-centered, interagency, flexible and
    community based, and coordinated to facilitate
    family and professional collaboration in the
    planning and implementation of comprehensive
    policies and programs that will provide support
    to infants and toddlers and their families and
    to promote the development of accessible and
    responsive early intervention service delivery
    systems in Maryland.

9
Formal Relationships in the EIS
  • Local Infants and Toddlers Programs (LITP)
  • The twenty-three LITPS, composed of local
    departments of education, health, social
    services, and other public and private providers
    identified by each jurisdiction, constitute the
    service delivery component of the statewide early
    intervention system.
  • Each LITP has a local lead agency and has entered
    into a formal interagency agreement among the
    local departments of education, health and social
    services, at minimum.

10
Formal Relationships in the EIS
  • Local Interagency Coordinating Council (LICC)
  • Each LITP has an LICC whose role is to advise and
    assist the LITP
  • to ensure that early intervention services for
    infants and toddlers with disabilities and
    developmental delays are family-centered,
    interagency, flexible and community based, and
    coordinated
  • to facilitate family and professional
    collaboration in the planning and implementation
    of comprehensive policies and programs that will
    provide support to infants and toddlers and their
    families and
  • to promote the development of and accessible and
    responsive early intervention service delivery
    system

11
Formal Relationships in the EIS
  • Within each agency of the LITP there exists a
    formal hierarchal structure
  • Each role within the LITP is unique. Each LITP
    Directors responsibility to the statewide system
    is similar. However, the local agency for which
    that director works may assign additional
    responsibilities to the person serving as the
    LITP Director.

12
Formal Relationships in the EIS
  • Relationships between the LITP Director and
    service providers
  • May or may not work for the same agency
  • The LITP may or may not have supervisory
    responsibilities as part of the local job
    description.

13
Formal Relationships in the EIS
  • Relationships among service providers within a
    LITP
  • May come from a variety of local agencies
  • Some public and private agencies may serve
    multiple LITPs. Examples
  • Public
  • Maryland School for the Blind
  • Maryland School for the Deaf
  • Private
  • CARE Resources
  • PACT
  • Coordinating Center
  • May have supervisor/supervisee relationships
    among themselves

14
Formal Relationships in the EIS
  • Service providers (including Service
    Coordinators) and families
  • Part C of The Individuals with Disabilities
    Education Act (IDEA) and its regulations provide
    guidance for the coordination of services for
    young children, birth through three, with
    disabilities and their families
  • The IFSP provides a vehicle for formalizing the
    relationship among the family, providers and the
    service coordinator.

15
Resources for Information about Formal
Relationships in the EIS
  • Part C of IDEA
  • Federal and State Relationships
  • COMAR 13A.13
  • State Relationships
  • Interagency Agreements
  • Local Interagency Relationships
  • LICC By-Laws
  • Role of the LICC to the LITP
  • LITP Organizational Charts
  • Hierarchal organization of employees and agencies
  • IFSP Document
  • Provides structure to relationships of those
    offering services and supports to families

16
Communities that Comprise and Influence the EIS
  • Some of the communities with whom leaders must
    create and sustain effective relationships
    include
  • Research
  • Advocacy
  • Policy Making
  • Families
  • Educational
  • Medical/Health

Each of these communities brings its own
perspective to the EIS. There are commonalities
and differences among them in priorities,
resources, skills and abilities to influence the
EIS.
17
Communities that Comprise and Influence the EIS
  • Some of the relationships with these communities
    are formal
  • Some of the relationships are informal

18
Informal Relationships in the EIS
  • The informal relationships that comprise and
    influence the early intervention system are just
    as critical as formal relationships to the
    successful provision of services and supports to
    children and families.

19
Informal Relationships in the EIS
  • Leaders at all levels in the EIS have essential
    roles in developing the informal relationships
    that knit together the communities and
    individuals that comprise and influence the EIS

20
Systems, Structures and People
  • Systems and structures are things. They are
    programs. They have no freedom to choose. So
    the leadershipcomes from people. People design
    systems and all systems get the results they are
    designed and aligned to get.
  • Covey, S. (2004) The 8th Habit From
    Effectiveness to Greatness. Simon and Schuster.
    New York.

21
Systems, Structures and People
  • Lets look at that statement again
  • People design systems and all systems get the
    results they are designed and aligned to get.
  • In other words
  • The formal and informal relationships that
    comprise and influence the EIS determine the
    results for children and families.
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