Step 3

Meeting Your Service Coordinator

A service coordinator is a person who works with you during your child’s involvement with early intervention services. An Imagine! service coordinator will be assigned to each infant or toddler and their family within three business days of the referral being received. The service coordinator will be your main contact.

Federal and state laws require that all children and families served by the early intervention system have a service coordinator.

Service Coordinators:

• Help your family identify your strengths and needs, find resources, think about decisions, develop a plan to address your child’s and family’s needs, and coordinate all the services being received; and

• Make sure that the rights of your child and family are protected.

Your family may choose to carry out the first of these on your own. However, the early intervention system is required by law to provide someone to protect your legal rights.

Your Imagine! service coordinator will offer the type and amount of help that you want or need. He or she should respect your decisions and help you carry them out. The person serving as your service coordinator may change if your child’s or family’s needs and desires change. If you want to have a different service coordinator, you may make a request directly to your service coordinator or his or her supervisor.

What can you expect from your service coordinator during the referral and evaluation process?

Your service coordinator will help set up the multidisciplinary evaluation and can answer questions you might have about the evaluation process. Evaluations can be done in a variety of places and ways. It will most likely involve talking with you about your child, learning about your child by watching him or her play, and interacting with your child. Because you know your child best, you will be a very important part of the evaluation. Your service coordinator is responsible for making sure that your wishes and concerns guide the evaluation process.

If it is determined that your child is not eligible at this time, the evaluation team and/or your service coordinator will refer your child and family to other appropriate supports and services outside of early intervention, if needed. You can always contact Imagine! in the future if you have renewed concerns about your child’s development. If you do not agree with the results of the evaluation, you have the right to object to the decision of the evaluation team and to have the decision reviewed. Your service coordinator will assist you with this process.

If your child is eligible, your service coordinator will work with you and the early intervention team to develop your child’s Individualized Family Service Plan (IFSP).

 

Child Development Milestones

  • How do I screen my child's development?

    The following examples provide parents and caregivers with information about young children’s learning and development from birth through 4 years old. Of course, each child develops at his or her own pace, and there is a broad range of what is considered typical development among young children. However, development generally occurs in a predictable sequence and children about the same age will acquire the same skills.

    You know your child best, so you’re likely to make the most accurate observations about your child’s development. Follow your instincts. If you are worried about how your child is developing, talk with a professional. You can request a free evaluation at any time to answer questions about your infant or toddler’s development, and determine whether your child may benefit from early intervention supports and services. To begin that process call Early Intervention Colorado (toll-free) 1-888-777-4041. If your child is a 3 or 4 year old, contact your local school district.

  • Most Babies from Birth to 3 months old ...
    • cry to show discomfort or fatigue and quiet when comforted
    • use eyes to follow people and objects and gaze at caregiver
    • react to sudden movements or noises
    • move arms and legs easily
    • smile and make gurgling and cooing sounds
    • hit or kick an object to make a pleasing sight or sound continue
    • lift head up while lying on their tummy
  • Most Babies 3–6 months old ...
    • reach for and grasp toys
    • look toward an interesting toy or sound
    • explore by banging, rattling and dropping objects
    • hold head up without support
    • laugh aloud in response to touches or sounds
    • roll over
    • make babbling sounds
    • smile at familiar faces
  • Most Babies 6–9 months old ...
    • imitate the sounds made by parents
    • sit up without support
    • use sounds to get your attention
    • know strangers from family
    • respond to their own name
    • pass objects from hand to hand
  • Most Babies 9-12 months old ...
    • follow simple requests (“Give it to me.”)
    • pick up items using their thumb and index finger.
    • jabber word-like sounds
    • begin to use gestures to let you know what she wants and needs (wave bye-bye, shake head no, etc.)
    • creep or crawl
    • pull self to a standing position and may walk holding onto furniture or hands
    • hug, pat, kiss familiar people
  • Most Toddlers 12–15 months old ...
    • begin walking with help
    • say “dada” and “mama” and a few other words
    • like social games like pat-a-cake and peek-a-boo
    • go to a familiar adult for affection, help, or comfort
    • feed self cracker or other finger foods
    • look when you call them by name
    • repeat actions that produce laughter and attention
  • Most Toddlers 15–18 months old ...
    • take off their own shoes, socks and easy-to-remove clothing
    • walk alone or with very little help
    • point to things when named
    • ask for simple things like “cookie” and “milk”
    • want individual attention and say “mine” often
    • listen to simple short stories, songs and rhymes
    • pull at another person to show them some action or object
    • greet peers and familiar adults when reminded
  • Most 2 year olds ...
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    • combine two words together: “more milk” “daddy home”
    • use their own names to talk about themselves
    • turn the pages of a book
    • walk, run, jump, and throw a ball
    • like doing things their own way and say “no” often
    • pretend (feeding dolls or animals, talking on a play telephone)
    • know the function of common household objects (toothbrush, fork, telephone)
    • enjoy playing alongside other children but may not share their toys
    • show their feelings through actions and vocalizations (love, mad, sad, joy)
  • Most 3 year olds ...
    • follow two simple requests (get the book and put it on the table)
    • can be understood by family members and caregivers
    • use objects symbolically (using a banana for a phone, or a block for a car)
    • climb stairs, but may hold onto the railing
    • talk about feelings and tell pretend stories
    • use the bathroom during the day
    • know the difference between ‘boy’ and ‘girl’
    • begin to share toys and play with other children
    • greet familiar adults without reminders
    • want to please others
    • show affection for younger children
  • Most 4 year olds ...
    • can hop on one foot, can catch a ball
    • enjoy singing simple songs and saying nursery rhymes
    • use crayons to draw on paper
    • are understood by most people they talk with
    • like pretend play but may not always know the difference between ‘real’ and ‘pretend’
    • show concern and sympathy
    • begin to express own feelings (mad, happy, etc.) in words