New Move-in with IEP
Does Your Child Have a Current Iep?
If you are moving into the Davis School District and your child is on an IEP, you will need to come to our office between the hours of 8:30 am-3:00 pm. Please bring a copy of your child's IEP, a contact name, phone number, and fax number of the last school attended, the child's birth certificate, and current immunization record.
Freeport West, Bldg. F-2
Clearfield UT 84016
If you have further questions, please contact 801-402-5409 or email Candra Jeffery at Email Candra Jeffery.
Staff
Contact Us
Address
Freeport West, F-2
Clearfield, UT 84016
Phone Number/Email
801-402-5409 (General Special Education questions)
Email C. Jeffrey
801-402-5413 (Schedule screening)
Email K. Stephens
Fax: 801-402-5401
About Us
What is Early Intervention?
Davis Early Intervention is a comprehensive family-centered teaching program designed to offer timely assistance to infants and toddlers displaying notable developmental delays. Catering to eligible children aged from birth to 36 months, this program fosters collaboration between dedicated staff and families to facilitate the optimal growth and development of the children.
The program is staffed with a multidisciplinary team of professionals, including motor and speech specialists, developmental specialists, nurses, and social workers. These experts deliver Early Intervention services directly to the homes of families, childcare centers, or hospitals, ensuring accessibility and convenience.
By identifying and addressing developmental delays in their early stages, Davis Early Intervention aims to provide crucial support that can significantly impact the overall well-being and future prospects of the children involved. This proactive approach underscores the program's commitment to promoting the healthy development of infants and toddlers, setting a solid foundation for their ongoing growth and learning.
Evaluation is provided free of charge. In the event that a child meets the criteria for Early Intervention services, ongoing assessments and service coordination incur no fees. In accordance with the mandates of the Utah State Legislature, a monthly charge is applicable for direct services. The fee is determined based on a sliding scale.
Mission Statement & Beliefs
Early Intervention services are best provided in a family-centered program where parents and professionals work as partners.
All children deserve the opportunity to grow in a nurturing environment that encourages optimal development.
Families are the experts on their child.
Families can develop the skills needed to promote the development of their child.
Families can develop skills to become lifetime advocates for their child.
Contact Us
Address
Days of Operation
Monday-Friday 8:00 am – 4:00 pm year around
Davis School District holidays Observed.
Important Numbers:
To schedule an evaluation or have questions (801) 402-5408
Fax (801) 402-5401
Billing Questions (385) 262-5909
Once a referral is made, a member from an Intake team will call to schedule an appointment for an evaluation. If a child qualifies, an Individual Family Service Plan (IFSP) is written, and services can begin.
Resources
Welcome to the Early Intervention Program!
As the most significant individuals in your child's life and early intervention (EI), you play a crucial role in supporting your child's development. Our EI services are crafted to assist you in this journey. The dedicated EI service providers will not only share valuable information and resources with you but also guide your decision-making process. Together, we aim to foster the growth and learning of both you and your child.
The intervention team is here to support you and your family in achieving your goals. Active participation is key to the intervention process, involving activities such as playing and talking with your child, practicing new skills, and gaining insights into your child's growth and development.
Our approach extends beyond traditional methods; we believe in providing services in the natural environment. Rather than bringing special toys and materials to your home, our focus is on utilizing familiar settings and routines. Children learn best when engaged in meaningful, everyday activities such as getting dressed, playing ball, having a snack, or walking the dog.
Your role as family members is integral to your child's growth. You will actively embed strategies within the routines you already perform, helping your child acquire essential skills during everyday activities. For instance, a snack time routine can enhance communication and motor skills as your child names food choices and handles objects.
Your child and family will receive services and support from the Early Intervention program, including home visits. To provide clarity on what to expect during these visits, here are four essential features:
Coaching Role of EI Providers:Your EI provider is your coach, helping you learn how to teach your child. They will listen to your concerns, share information, and suggest strategies for your child's learning.
Choosing Meaningful Routines: Together with your provider, you will select routines and activities that occur frequently, allowing your child to practice skills in a fun and comfortable environment.
Natural Environment Learning:Rather than relying on special toys, you and your provider will teach your child during typical routines, using your family's everyday objects and toys.
Active Family Participation:Your active role is crucial in choosing routines and activities that work best for teaching your child. Embedded intervention involves intentionally supporting your child's learning during your typical daily family activities.
By working collaboratively, your child will have ongoing opportunities to learn and grow throughout the day, making every moment a chance for development, not just during specific therapy sessions.
What needs to happen before my child will talk?
The following skills are important building blocks for language. Remember that children need to be able to understand their environment before they can talk about it. Also keep in mind that every child is different, meaning that some children may need to focus more, or less, on specific skills than peers of the same age.
Eye Contact/Joint Attention Your child needs to be able to initiate and maintain eye contact with others. This is essential in being able to give and receive a communication message. If we are making eye contact with others, we will try to communicate with them or listen/look for their message. Joint/Shared Referencing is also important. In this skill, the child will look at an object, look to the parent, and then look back at the object as if to say, “Do you see what I’m seeing?”
Attention Your child needs to be able to attend to a task, item, or person for enough time. If a child’s attention is fleeting in nature, he/she will not stay long enough with a task to learn about it, thus will not have words to describe or request it.
Sounds Your child needs to be able to babble and produce early developing sounds (i.e. h,w,p,b,m,n,d,t) in repeating consonant-vowel patterns (e.g. “ma-ma-ma” or “ba-ba-ba”). Encourage vocal play by imitating the sounds and words your child produces in a fun way, sometimes turning sounds into words that might be relevant to the play context (e.g. if your child says “ba-ba-ba” while banging a block, you might say “ba-baboom!” also while banging a block). Also model sound effects such as animal sounds and car sounds.
Facial Expressions & Gestures Nonverbal language is an important part of a child’s communication. Adult responses to a child’s use of facial expressions and gestures will help the child learn that communication is valued and will help motivate him/her to continue to attempt to communicate.
Imitation Before a child begins saying words, he/she needs to be imitating them from others. Imitation skills usually happen in a progression: gross motor (actions) is first, followed by sounds, then oral-motor actions, then words. Avoid asking your child to “say” a word. Instead, imitate your child’s actions, sounds and words, and playfully encourage him/her to imitate you.
Turn-taking Once a child understands imitation, turn-taking will usually closely follow. Turn-taking is very important as it is what communication is all about: I say something, then you say something, then I say something, etc. This skill can follow the same progression as imitation.
Cause & Effect Your child needs to know that he/she can use an object to create a sound or action (e.g. squeeze the stuffed animal and it will make noise, push the button on the toy and an object will pop up, etc.). Once cause & effect is established in play, it then needs to be present in communication (e.g. pushing away a toothbrush to avoid brushing teeth, etc.).
Pretend Play/Symbolic Reasoning Play is the way that children learn about language and the world. Keep interactions with children playful and avoid asking too many questions. Model early pretend play such as feeding a baby, using a block as a pretend phone, and using a blanket to make a tent. Also encourage symbolic reasoning by talking about pictures in books and associating them with real things (e.g. point to a picture of a dog and say “dog…woof!” or pretend to eat a picture of cookies, saying “yummy cookies!”) to help your child begin to understand the relationship between symbols and real things.
Response to Words/Directions Children need to understand words before they begin using them. Remember to speak to your child on the level that they themselves would speak—use only 1-3 words when giving them directions, and whenever possible add a gesture (e.g. rather than saying “Go get your shoes so we can go”, instead try “get shoes” while pointing in the direction of the shoes or tapping the shoes).
Davis Early Intervention Teams
Apply Now
REGISTRATION FOR 2024-25WILL BEGIN FEBRUARY 26, 2024
Frequently Asked Questions- English
Preguntas Frecuentes - Español
Please Bring Photo Identification
In which language would you like to apply?
English
Has anyone in your immediate family ever applied for Davis Head Start, Early Head Start or Title I before?
If yes, you do not need fill out the online application. You're already in our system and it will create a duplicate application!If yes, please select Schedule online to make an appointment.
If no, please click "No" to begin the application process. This is a two-step process. Step 1: Submit the online portion of the application. Step 2: After you submit the online portion of the application it will direct you to schedule an appointment.
