|
|
|
Infant & Toddler
Connection of Virginia
February 2025
| |
|
|
Test your Knowledge with our Poll Feature
Pick your answer and scroll below to find the correct answer and explanation!
| |
| Which of the following is not a key principle of the Pyramid Model Framework? | | |
| |
|
|
Meet our new Technical Assistance Consultant
Welcome April Johnson!
April Johnson (previously Birchfield) has over 15 years of experience working with children and families in Early Intervention and in other various programs.
| |
|
Her experience ranges from early childhood programs, Head Start, disabilities, crisis mental health, school-based mental health, and other services for both child and adult mental health. Most recently, April served as a Local System Manger for Infant Toddler Connection of Central, Virginia for the last three years. She is an early adopter of new evidence-based practices and has experience initiating and/or leading pilot projects, grant writing, and research to advance these practices. She has provided training and technical assistance on early invention, child care best practices, early childhood mental health, and is a certified trainer for several curricula/programs. April's most important work has been as the mom of her, now 22-year-old son, 17-year-old step daughter, and her 3 dogs.
April is excited about working directly with the Part C office as a Technical Assistance Consultant with the Richmond and Tidewater Regions.
| | |
|
The Role of the Service Coordinator in
Early Intervention
| |
|
Service coordinators collaborate with families by exchanging information with families throughout the process. They gather information from families regarding their family and child, including their priorities, strengths, and needs, and they share information with families about the early intervention system, such as its rules, regulations, specific timelines, and services. This exchange of information helps the family make informed decisions.
A service coordinator brings expertise about the early intervention system, including knowledge about rules, regulations, and processes; knowledge about resources, supports, and services available; and knowledge and skills in teaming and collaboration. Each family is linked with a service coordinator who will partner with and support the family.
Some responsibilities include:
- Coordinating and scheduling the intake, screenings, and evaluations/assessments, which includes working with the family to jointly determine how and where they will be done and who will do them. This marks the beginning of a partnership with the family that will continue to grow over time.
- Informing families of their rights and providing examples to support understanding.
- Coordinating and supporting the family in the development of the Individualized Family Service Plan (IFSP), ensuring that the family’s priorities and strengths are reflected in the IFSP.
- Informing the family of available services and how to access them. This entails supporting the family in provider selection and providing referrals to selected providers.
- Coordinating the delivery of services and supports in a timely manner.
- Checking in with the family routinely and ensuring that the family receives the services outlined in the IFSP.
- Coordinating with medical, health, and community providers.
- Developing a transition plan together with the family to continue services after their child turns 3, if appropriate.
- Informing families of advocacy services and supporting families in advocating for their child.
The key to a service coordinator’s work is building a trusting relationship with the family. A service coordinator will take a family-centered approach at all times, acknowledging the family as full and equal team members, recognizing family strengths, and respecting family beliefs and values. This enables families to have access to support and information about their child’s needs, a deeper understanding of their child’s strengths and needs, and access to quality supports that are effective, coordinated, and individualized to their needs.
| |
|
Invitation to Local System Managers: Reflective Leadership Sessions
Unlock the Power of Reflective Leadership
Reflective leadership is a dynamic and impactful leadership style that encourages self-awareness and continuous growth. It involves thoughtful consideration of how your actions, thoughts, and behaviors influence your team and organizational culture. By embracing reflective leadership, you can better understand your strengths and weaknesses and how they shape your work.
How Do You Practice Reflective Leadership?
Effective reflective leadership involves several key practices:
-
Self-reflect: Take time to consider your thoughts, actions, motivations, and behaviors.
-
Analyze your decisions: Regularly review, analyze, and evaluate your choices to foster improvement.
-
Identify your values: Understand what is truly important to you as a leader.
-
Connect values and strengths to goals: Align your core values and strengths with your leadership objectives.
-
Keep a journal: Document your thoughts and feelings to track growth and insights.
-
Set aside time to debrief: Engage in regular reflection on your leadership journey.
Why is Reflective Leadership Important?
Participating in reflective leadership can provide numerous benefits, including:
- Enhancing leadership skills through greater self-awareness.
- Developing a structured approach to making well-informed decisions.
- Strengthening your ability to take decisive and effective action.
Join Our Reflective Leadership Sessions
Tracy Walters and Naomi Grinney invite you to participate in monthly Reflective Leadership sessions designed specifically for Local System Managers. These sessions offer a dedicated space to engage in meaningful reflection and professional growth.
Session Schedule:
- Fourth Friday of each month from 9:00 AM to 10:00 AM
- Special holiday schedule: Third Friday in November and December
For questions, additional information, or to join the group, please contact: Tracy Walters, State Coordinator for Infant and Early Childhood Mental Health. Email: Tracy.walters@dbhds.virginia.gov
We look forward to your participation in fostering a reflective and supportive leadership culture!
| |
|
|
|
Reflection Questions for Families on Social and Emotional Development
This resource provides tips and examples of reflective questions early providers can ask caregivers to gain more specific information on social and emotional outcomes, co-regulation, and challenging behavior.
| | | |
|
Reflection Questions for Families on Social and Emotional Development
Tips for Guiding Reflection
- Use open-ended questions to encourage more in-depth responses
- Use a picture or video to support reflection
- Allow wait time for families to respond
- Rephrase questions as needed to support caregivers’ understanding of content
- Use questions to help caregivers think about how the information or strategies shared match their priorities, understanding, viewpoints, or ideas
- Be flexible with ways families can share their reflections (e.g., journal, email, voice recorder)
- Invite families to take time to reflect with other important people in the child’s life
- Start small; think of one area of focus to reflect on at a time
| |
The Schedule for the 2025 Family Survey
- VA DBHDS submits family contact information to ODU - 2/14
- Flyers begin mailing - 3/3
- Wave 1 begin mailing (those without email addresses). Families will email addresses will be sent an email invitation. - 3/24-4/4
- Wave 2 begin mailing (all non-responding families) - 4/21-5/2
- Calls begin to localities with less than 15 completes - 5/12-5/30
(Multiple email reminders will also be sent after wave 1 and before data collection is cut off).
Strategies for Increasing Survey Response Rates:
- Integrate purpose of survey with other program materials so that families know about it and see value in participating
- Share results of survey back with families
- Use the data to make changes: this shows families the importance and value of their input.
- Inform parents about who will have access to the results and how the information will be used; ensure confidentiality
| |
A GEM YOU MIGHT HAVE FORGOTTEN? | |
WHAT YOU MIGHT HAVE MISSED? | |
|
|
As 2025 begins to pick up speed, you may want to listen to this episode from the Meaningful Moments podcast series. In this episode, Lisa Terry and Tracy Walters break down the various stress factors those working with young children and their families may face including the impact on practitioners and ways to reduce stress.
Episode 2: Stress and the Early Interventionist
| |
|
Social Emotional Needs of the Family during Assessment - These handouts consider the implementation of the Division of Early Childhood (DEC) Recommended Practices and the Infant Mental Health (IMH) competencies. Practitioners will consider ways to support the social-emotional needs of the caregiver and child and this includes examples of what this looks like in practice:
- Handout for Families
- Handout for Practitioners
| |
We hope that the Feb 4th Talks on Tuesday is on your calendar! If not, register for Building Cohesive Teams for EI Assessment with Kendall Lee and Bernita Sykes here. | |
|
Explaining Early Intervention to Families & Community Partners
Infant & Toddler Connection of Virginia
These resources are designed to help practitioners explain early intervention to families and community partners who are new to the system.
Virginia’s Integrated Training Collaborative
This video features Virginia service providers, families, and administrators as they describe early intervention. Video clips and photos are also featured to help viewers understand what early intervention looks like and why it works.
Infant & Toddler Connection of Virginia
This handout includes a statement that practitioners can use to explain early intervention (EI) as well as additional ideas and resources to help others understand the purpose of EI and what to expect.
Infant & Toddler Connection of Virginia
This letter, from the VA Part C Administrator, can be used to introduce community partners to the above video and provide suggestions for how they might use the video with the families they support.
| |
POLL ANSWER AND EXPLANATION | |
|
Which of the following is not a key principle of the Pyramid Model Framework?
a. Building Partnerships with Families and Family-Centered Coaching
b. Social Emotional Assessment and Social Emotional Development
c. Strategies Provided by Licensed Mental Health Professionals
d. Supporting Families with Children with Challenging Behaviors
The correct answer is “c”. The Pyramid Model Framework is intended to be implemented with all families by all providers working in early intervention. The base of the Pyramid Model Framework is an effective workforce. The Pyramid Model Framework encompasses all families served in early intervention from promotion to prevention to intervention. To learn more about the Pyramid Model Framework in Virginia visit Pyramid Model Framework - ITCVA. Look for the recent webinar - Supporting Children, Families, and Caregivers in Virginia- Using the Pyramid Model Framework, soon to be posted.
| | |
|
EMPLOYMENT OPPORTUNITIES
The Employment Opportunities page on the ITCVA website receives nearly 5,000 visits each year!
Practitioners: Early intervention needs you! Influence the future of infants and toddlers with developmental delays or disabilities and their families by putting your skills and expertise to work today! Please visit the Employment Opportunities page on the ITCVA website for links to current job openings.
LSMs and local contracted agencies: Let us help connect you to qualified applicants! Are you a Local System Manager (LSM) or the director of an agency that contracts with one or more local early intervention systems in Virginia? Are you looking to find qualified applicants to fill vacant positions? Please visit our Employment Opportunities page for instructions on how to submit a job posting.
| | |
|
INFANT & TODDLER CONNECTION OF VIRGINIA | Looking for the most up-to-date version of the Part C Practice Manual...upcoming meeting dates...or even a new career opportunity? You'll find plenty of helpful information on the Infant & Toddler Connection of Virginia's early intervention website! Be sure to visit and bookmark itcva.online. | | |
|
|
EARLY INTERVENTION CERTIFICATION
For questions about intial certification of practitioners, contact Anne Brager- 804-664-2462.
For questions about re-certification of practitioners, contact David Mills • 804-317-7776
For questions related to completing the online application, contact VATRACITsupport@ssg-llc.com or from 8AM-5PM ET by calling 804-508-7229.
| | |
|
|
Infant & Toddler Connection of Virginia is part of the Department of Behavioral Health and Developmental Services
https://www.itcva.online/itcva-staff-1
1220 Bank Street, 9th Floor, P.O. Box 1797, Richmond, Virginia 23219-1797
Main Office: (804) 786-3710 • Main Fax: (804) 371-7959
| |
Do you have colleagues who aren’t getting the Monthly Part C Update? Ask them to check their spam folder. If they're still not receiving it, have them email anne.brager@dbhds.virginia.gov. | | |
1220 Bank Street
Richmond, VA 23219
(804) 664-2462
| |
| | | |
