Key Principles and Practices includes the above-mentioned documents as well as related documents, such as literature supporting the principles and a crosswalk between the disciplines and principles.There are also descriptions of what it "doesn't look like" because too often those practices are still being used. Each principle also has descriptive statements illustrating what the principle should "look like" in practice. Seven Key Principles: Looks Like/Doesn't Look Like (pdf) is a document that elaborates on the 7 key principles identified by work group members, listing the concepts underlying the brief statements.Agreed Upon Mission and Key Principles for Providing Early Intervention Services in Natural Environments (pdf) is a document that includes a "mission statement" that reflects the broad over-arching purpose of family-centered early intervention services provided under Part C of IDEA as well as Principles which are the foundations necessary to support the system of family-centered services and supports.The Office of Special Education Programs (OSEP) TA Community of Practice- Part C Settings developed the following resources pertaining to key principles in early intervention: Workgroup on Principles and Practices in Natural Environments Training, supervision, and technology will be focused to achieve excellence. High standards will be set for the training and credentialing of administrative and intervention staff. Children and their families in the EI Program deserve to have services of the highest quality possible.Ongoing communication among all team members allows for coordinated, culturally-relevant and comprehensive services within and across systems to best support families’ priorities, changing circumstances, and transitions. Ongoing communication and collaboration with EI professionals, family members and professionals in partnering systems outside of EI, who are supporting each family is encouraged. Services, interventions and progress should be monitored periodically through ongoing observations and discussions with all team members to ensure that the strategies implemented are successful in achieving outcomes.Services and strategies are based upon the best available research, recommended practices in the field and special education laws and regulations. The plan shall be built around family strengths, priorities, resources, routines and activities and avoid unnecessary duplication of services. It also requires collaborating across disciplines within the broader early childhood system to increase the team’s capacity to jointly solve problems and implement interventions.
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