Systems Organization and Management

1. Systems Organization and Management Early Intervention System Structure and Relationships Monica Grant, PT, DScPT, MS Program Director Frederick County Infants and Toddlers Program Early Intervention Leadership Academy MSDE/CTE

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 Early Intervention Leadership Academy MSDE/CTE

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 Early Intervention Leadership Academy MSDE/CTE

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. Early Intervention Leadership Academy MSDE/CTE

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 Early Intervention Leadership Academy MSDE/CTE

6. Formal Relationships in the EIS • Maryland’s 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. Early Intervention Leadership Academy MSDE/CTE

7. Formal Relationships in the EIS Maryland’s Early Intervention System Early Intervention Leadership Academy MSDE/CTE

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. Early Intervention Leadership Academy MSDE/CTE

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. Early Intervention Leadership Academy MSDE/CTE

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 Early Intervention Leadership Academy MSDE/CTE

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 Director’s 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. Early Intervention Leadership Academy MSDE/CTE

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. Early Intervention Leadership Academy MSDE/CTE

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 Early Intervention Leadership Academy MSDE/CTE

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. Early Intervention Leadership Academy MSDE/CTE

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 Early Intervention Leadership Academy MSDE/CTE

16. Communities that Comprise and Influence the EIS Some of the communities with whom leaders must create and sustain effective relationships include: • Families • Educational • Medical/Health • Research • Advocacy • Policy Making 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. Early Intervention Leadership Academy MSDE/CTE

17. Communities that Comprise and Influence the EIS • Some of the relationships with these communities are formal • Some of the relationships are informal Early Intervention Leadership Academy MSDE/CTE

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. Early Intervention Leadership Academy MSDE/CTE

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 Early Intervention Leadership Academy MSDE/CTE

20. Systems, Structures and People “Systems and structures are things. They are programs. They have no freedom to choose. So the leadership…comes 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. Early Intervention Leadership Academy MSDE/CTE

21. Systems, Structures and People Let’s 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. Early Intervention Leadership Academy MSDE/CTE