1. Lynda Cook Pletcher 14 th National Early Childhood Inclusion Institute May 21 st, 2014 Building a Neighborhood Called Quality Early Intervention Services

2. To Build a New Subdivision or Neighborhood:  Need a vision of what it is to be  Need a name  Need to follow state and city rules and regulations  Need infrastructures in place  Need builders with blueprints and house designs  Need customers to buy who agree to covenants  Need interactions between neighbors to actually be a community 2

3. 3

4. Think about when you started in this field  Less than two years  Five years  Ten - 15 years  20 years  What were the words used to describe (theme, trends) for working with young children? The changing tides over the years so what has remained consistent? 4

5. Foundational Pillars Family Centered- relationship based practices Adult learning Quality teaming Children's learning Natural environments:home and community settings 5

6. The National Community of Practice on Services in Natural Environments  Evolved from OSEP sponsored National Communities of Practice (COP) –services in natural environments(NE)  COP focus shifted from where to how services are provided in NE  National workgroup convened and developed  Documents (Mission & 7 key principles, Looks Like Doesn’t Look Like and Practices)  Disseminated & widely used  More was wanted on actual practices 6

7. Agreed upon Mission “Part C Early Intervention builds on and provides supports and resources to assist family members and caregivers with enhancing children's learning and development through everyday learning opportunities” (Community of Practice statement ) Do you know your program or state mission/purpose statement? 7

8. CoP Documents Can be Found at: http://ectacenter.org/~pdfs/topics/families/Finalmissionandprinciples3_11_08.pdf (Mission and key Principles) http://ectacenter.org/~pdfs/topics/families/Principles_LooksLike_DoesntLookLike3_11_08.pdf http://ectacenter.org/~pdfs/topics/families/Principles_LooksLike_DoesntLookLike3_11_08.pdf (Looks like doesn’t look like) http://ectacenter.org/~pdfs/topics/families/AgreedUponPractices_FinalDraft2_01_08.pdf http://ectacenter.org/~pdfs/topics/families/AgreedUponPractices_FinalDraft2_01_08.pdf (Practices document) National organization position statements. Documents from national organizations supporting different elements of the key concepts. http://ectacenter.org/topics/natenv/natenv_position.asphttp://ectacenter.org/topics/natenv/natenv_position.asp RRCP compilation of the seven key principles cross walked with statements from discipline specific literature. http://www.rrcprogram.org/cms2/images/_rrcpdata/documents/KeyPrinciplesEI_effectivepractic es.pdf Searchable annotated bibliographic database of literature supporting the seven key principles. http://ectacenter.org/topics/natenv/natenvbibfinder.asp 8

9. Principles and Foundational Pillars Foundational Pillars Family-Centered Natural Environment How Children Learn Adult Learning Teaming Seven Key Principles 1. Infants and toddlers learn best through everyday experiences and interactions with familiar people in familiar contexts xxx 2. All families, with the necessary supports and resources, can enhance their children’s learning and development. xxxxx 3. The primary role of service providers in early intervention is to work with and support the family members and caregivers in children’s lives. xxxxx 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. xxx 5. IFSP outcomes must be functional and based on children’s and families’ needs and family-identified priorities. xxxxx 6. The family’s priorities, needs and interests are addressed most appropriately by a primary provider who represents and receives team and community support xxx 7. Interventions with young children and family members must be based on explicit principles, validated practices, best available research, and relevant laws and regulations. xxxxx 9

10. House Interior = Steps on the EI Journey for Families and Providers  Public Awareness and referral  Evaluation and Assessment  IFSP Development  Functional outcomes and strategies  Ongoing invention interactions  Transition 10

11. Interior and Exterior “Design” Various approaches to providing services, for example:  Robin McWilliams  Rush and Shelden  Dunst and Bruder  Julianne Woods And others who address and show a particular way of doing something(s) on the journey…… Has your state or program adopted a particular approach? What is it called? 11

12. The Book & Resources Other Associated Resources 12 http://archive.brookespublishing.com/documents/Pletcher-EI-workbook-additional-resources.pdf

13.  I. Getting Started - Foundational Knowledge 1.The Importance of Early Intervention 2.Foundational Pillars of Early Intervention 3.Seven Key Principles: An Overview  II. Agreed Upon Practices in the Early Intervention Process 4.Beginning the Journey: The Referral and Initial Visits 5.The Importance of Evaluation & Assessment 6.Developing an Individualized Family Service Plan (IFSP) 7.Moving Forward: IFSP Implementation 8.Transition Planning: Leaving Early Intervention  III. Agreed Upon Practices in Action 9.Identifying Questionable Practices 10.The Significance of Personal and Organizational Change Content Outline of Book 13

14. In the book  Text  At- A- Glance activities  Give It A Go Checklists  Tip Boxes  Conversation Starters  Case Study  Resources 14

15. Section I- Getting Started: Foundational Knowledge  Cyndi’s story  Background of EI  Self reflection of the 7 key principles  Content description of each foundational pillar with activities  In depth look at each pillar as it relates to everyday work of any provider 15

16. Principles “At a Glance” One page for each principle. Organized by:  Children  Families  Communities 16

17. Key Principle #1 Infants and toddlers learn best through everyday experiences and interaction with familiar people in familiar contexts. 8. …bring a well-equipped toy bag into the home for each visit. 17 A. Should B. Should not

18. 18 Support their engagement & participation Encourage practice to achieve competence Reach mastery & scaffold new abilities Understand children’s interests

19. Consider This The provider shares toys. “I noticed you didn’t have many toys to play with. Here are some you can use. Oh you can keep them it’s okay.” What does this do for the family?

20. Some Unintended Consequences might be: Undermines the parent’s sense of competence & control. Lessens the parent’s self-esteem. Makes it appear that the visitor's toys are better than the family’s. Reinforces negative feelings of self.

21. How to help… Ask “Would you like me to look around with you and see what we can find that would be fun for Johnny to play with?” Look for objects in the house that may not be obvious toys like plastic bowls, pots, pans, and a wooden spoon, or boxes and use those during the visit. If family has mentioned wanting more toys better suited for child’s age, share ideas of yard sales, or toy exchanges with other friends or family members.

22. Key Principle #2 All families, with the necessary supports and resources, can enhance their children’s learning and development. 5. …assume that certain types of families need more help based on family circumstances or a child’s type of disability 22 A. Should B. Should not

23. Poll This is because (choose ALL that apply) A.ALL families have strengths and capabilities to help their child not just certain kinds of families. B.Services are determined based upon the family’s functional outcomes versus child’s disability. C.More services are better for more involved children to make progress. D.Families have networks of informal and formal sources of support that meet many child and family needs. E.Parents don’t understand child development and what the child needs. 23

24. Consider This The provider continues to drive the family to the doctor’s office for their regular visits, because they don’t have a car. What does this do for the family?

25. Some Unintended Consequences Might be: Fosters dependence on the help-giver. Results in the family becoming a passive receiver of help. Reinforces non-productive behaviors. Creates a great sense of indebtedness.

26. How to help…  Help the family research other sources of transportation including public buses and non-profit options that offer rides to appointments.  Discuss asking a friend or other family member AND offer to do something for them in exchange for the ride.

27. Because  Review the At- a- Glance on page 41  Look again at pages 13- 20 foundational pillar- Family Centered Practices  Think again about your agreement and your team’s agreement with principles 2, 3, 4, 5 27

28.  Considering the examples of should and should not, think of ways you could use these with:  Students – pre-service  Practicing providers  Families  System administrators  Community  Other 28

29. Section II: Agreed Upon Practices 29  Chapter 4 – Beginning the Journey- Referral and Initial visits  Chapter 5- The Importance of Evaluation and Assessment  Chapter 6- Developing the Individualized Family Service Plan  Chapter 7-Moving Forward.- Ongoing Intervention Interactions  Chapter 8- Leaving Early Intervention

30. Each Chapter Provides:  Family or provider view point  Specific agreed upon practices  Content  Legal parameters when appropriate  Tip boxes  Checklist  Conversation starter  Give it a go or reflection activities 30

31.  Give it a go! 4.2  Think about ways to enhance conversations you have had or heard with families about the purpose of early intervention and the family's role.  Write a few sentences you could use to start that conversation. 31

32. 6.2 What information should you have going into an initial IFSP Meeting?  What should you know about the child?  What should you know about the family?  What knowledge or skills do team member have? 32

33. Associated Resources  Introducing EI Process - EDIS Video www.edis.army.mil 33 Intake/Referral  Head Start Parent, Family, & Community Engagement http://eclkc.ohs.acf.hhs.gov/hslc/tta- system/family/center/pfce_simulation

34. Associated Resources Evaluation/Assessment  CO video explaining the evaluation process. http://www.youtube.com/watch?v=2AWg_ d6tY7Y http://www.youtube.com/watch?v=2AWg_ d6tY7Y 34  Robin McWilliam - The purpose & use of the RBI http://www.youtube.com/watch?v=yhcUot SkYAY

35. Associated Resources IFSP Development  Training Packet High Quality Functional IFSP Outcomes http://ectacenter.org/knowledgepath/ifspoutco mes-iepgoals/ifspoutcomes-iepgoals.asp 35 IFSP Implementation  VA EI Strategies for Success Blog http://veipd.org/earlyintervention/  FL videos- coaching strategies in action http://www.cpeip.fsu.edu/earlysteps /testtoolkit/test/video.html http://www.cpeip.fsu.edu/earlysteps /testtoolkit/test/video.html

36. Section III: In Action  Thomas Family Story  Identifying questionable and quality practices  Considering alternatives in light of foundational pillars and key practices  IL IFSP meeting gone wrong http://www.youtube.com/watch?v=SLgbOeEEaRM 36 Associated Resource

37. Change  Personal & Organizational 37

38. Give It A Go-10.2 Think about what you have read in this book and list four things you would like to do differently with the families you are working with.  _________________________________ Now take two of these ideas and think about what agency leadership might need to do to help support you and other providers to make this change. 38

39. The Book Provides the Tools to…..construct quality built houses that meet the standards of our “neighborhood” called Quality EI Services! 39

40. Last Thoughts Uses of the book & associated resources. Take away thoughts and ideas? 40 Picture Source: http://timewastersbooks.wordpress.com/2012/10/12/a-few-thoughts-on-ideas/