Tying it All Together Understanding and Utilizing the Seven Key Principles and the Agreed Upon Practices to Provide Early Intervention Services

Understanding the Documents  Mission and Key Principles of Early Intervention services. Finalmissionandprinciples3_11_08.pdf Finalmissionandprinciples3_11_08.pdf  Seven Key Principles Principles_LooksLike_DoesntLookLike3_11_08.p df Principles_LooksLike_DoesntLookLike3_11_08.p df  Agreed Upon Practices for Providing Early Intervention Services in Natural Environments. AgreedUponPractices_FinalDraft2_01_08.pdf AgreedUponPractices_FinalDraft2_01_08.pdf

Understanding the Documents These 3 documents were developed by the Workgroup on Principles and Practices in Natural Environments. This workgroup was put together by the OSEP TA Community of Practice- Part C Settings. This workgroup was Sponsored by the Office of Special Education Programs, US Department of Education. This workgroup was facilitated by the National Early Childhood TA Center (NECTAC).

Understanding the documents The goal of the workgroup was to produce consensus documents on principles and practices of providing services in natural environments that were validated through research, model demonstration, and outreach projects.

Understanding the Documents What is OSEP?  The Office of Special Education Programs (OSEP) is 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. It is a department within the Department of Education. OSEP administers the Individuals With Disabilities Education Act (IDEA). IDEA authorizes formula grants to states, and discretionary grants to institutions of higher education and other nonprofit organizations to support research, demonstrations, technical assistance and dissemination, technology and personnel development and parent-training and information centers. These programs are intended to ensure that the rights of infants, toddlers, children, and youth with disabilities and their parents are protected.

Understanding the Documents  What is ECTA Center?  0A&feature=youtu.be 0A&feature=youtu.be  The ECTA Center is developing a system framework for high quality, effective, and efficient Part C and Section 619 programs as one of its initial knowledge development activities over the first two years of its cooperative agreement with OSEP. The work will involve collaboration with national, regional, and state partners

Understanding the Documents  Early Childhood Technical Assistance Center  Formerly NECTAC  Now encompasses NECTAC, CELL, and TACSEI. Will fold in ECO in year two.    

Mission and Key Principles for Providing Early Intervention Services in Natural Environments Mission Part C early intervention builds upon and provides supports and resources to assist family members and caregivers to enhance children’s learning and development through everyday learning opportunities.

Activity #1 The Mission  What would you write if you were going to write up a mission statement based on the medical approach to intervention for your discipline.  How does this mission statement contrast with the mission statement for Part C services in natural environments.

Mission and Key Principles for Providing Early Intervention Services in Natural Environments 1. Infants and toddlers learn best through everyday experiences and interactions with familiar people in familiar contexts.

Mission and Key Principles for Providing Early Intervention Services in Natural Environments 2. All families, with the necessary supports and resources, can enhance their children’s learning and development.

Mission and Key Principles for Providing Early Intervention Services in Natural Environments 3. The primary role of a service provider in early intervention is to work with and support family members and caregivers in children’s lives.

Mission and Key Principles for Providing Early Intervention Services in Natural Environments 4. The early intervention process, from initial contacts through transition, must be dynamic and individualized to reflect the child’s and family members’ preferences, learning styles and cultural beliefs.

Mission and Key Principles for Providing Early Intervention Services in Natural Environments 5. IFSP outcomes must be functional and based on children’s and families’ needs and family-identified priorities.

Mission and Key Principles for Providing Early Intervention Services in Natural Environments 6. The family’s priorities, needs and interests are addressed most appropriately by a primary provider who represents and receives team and community support.

Mission and Key Principles for Providing Early Intervention Services in Natural Environments 7. Interventions with young children and family members must be based on explicit principles, validated practices, best available research and relevant laws and regulations.

Key Words in the Documents  Familiar contexts  Supports and resources  Family learning styles  Family-identified priorities  Validated practices  Primary Provider

Activity #2  Divide up into 7 groups.  Each group is assigned a principle.  Discuss in your group the Key Concepts and the Looks Like/ Doesn’t Look Like for that principle.  Decide on a way to present your principle to the rest of the groups. Make sure to refer to at least one key concept and one example of does vs doesn’t.

Activity #2 Continued  Present your Principle to the group and include any group “aha” moments that you may have discussed when reviewing the principle.

Agreed Upon Practices For Providing Early Intervention Services in Natural Environments  This document gives examples of behaviors and actions from the first contact with the family through transition.

Agreed Upon Practices For Providing Early Intervention Services in Natural Environments  Key words and concepts in this document:  Respect  Culture  Balance (listening and sharing)  Open ended questions  System of supports and services  Learning opportunities  Strengths and interest based questions  Formal and informal supports  Observation  Equal members  Dynamic plans  Family centered  Concerns, priorities, and resources  Collaborative plans  Primary service providers

Agreed Upon Practices For Providing Early Intervention Services in Natural Environments  Measurable  Functional  Trust and rapport  Listen, observe, model, teach, coach  Reflect  Community activities and informal supports  Acknowledge  Celebrate

What is the role of these documents in your program and in your personal practices  Ensure familiarity of all team members with these documents.  Tie these documents together with the ITC practice manual.  Identify your programs strengths and concerns around each key principle.  Identify your personal strengths and concerns around each principle  Know the definitions of the language we use in early intervention and ensure consistency and continuity for families through the process.

Activity # 3  Based on the 3 documents choose one thing you feel you understand and demonstrate in practice consistently.  Choose one thing you find unclear or difficult to demonstrate consistently in your practice.  Share these with your group. Provide each other with constructive suggestions for improvement.

Next Steps for you and/or your program

Thank you  Susan Sigler, CCC-SLP Infant and Toddler Connection of Fairfax- Falls Church