Standard 2: Topics and PD Guides

Component/Topic 2.1 Learners apply their knowledge of family-centered practices, family systems theory, and the changing needs and priorities in families’ lives to develop trusting, respectful, affirming, and culturally responsive partnerships with all families that allow for the mutual exchange of knowledge and information.

What Learners Should Know and Be Able to Do

Learners Who Have Mastered this Component/Topic Know and Understand:

  • Family systems theory;
  • The influence of biological, environmental, cultural, and societal factors on families’ structure, interactions, functions, and the family life cycle;
  • Families’ diverse knowledge and expertise about their children’s strengths and needs.

Learners Who Have Mastered this Component/Topic Are Able To:

  • Use relational practices to foster trusting partnerships with families;
  • Acknowledge child and family strengths and nurture positive interactions by actively listening, showing empathy, and respecting family perspectives;
  • Use participatory and collaborative practices, including soliciting families’ opinions and ideas, jointly sharing information, and involving families in identifying and obtaining needed resources;
  • Interact with families in ways that build on their strengths and capacities in working with their young children (e.g., jointly develop and implement individualized plans based on the families’ priorities and the child’s strengths and needs; jointly identify strategies to facilitate the child’s learning and development);
  • Gather information systematically to develop a deeper understanding of family uniqueness, circumstances, and changing priorities;
  • Consider factors such as social identities (e.g., culture, gender, sexuality, socio-economic status, marital status, and age) and stressors (e.g., trauma, mental health issues, and medical conditions). In building relationships with families exchange knowledge, information, and plan for individualized supports. Individualized supports might include:
    • Ensuring that classroom materials and activities represent the diversity of children and families represented in the program.
    • Adjust meeting times to accommodate families’ work schedules.
    • Use technology when appropriate to communicate with families.
    • Provide information to the family in their native language, or another mode of communication.
  • Engage in self-reflection of their own culture, beliefs, and experiences. Evaluate the impact of self-reflection and use that information to inform interactions with families and respond in sensitive and culturally affirming ways.

Component/Topic 2.2 Learners communicate clear, comprehensive, and objective information about resources and supports that help families to make informed decisions and advocate for access, participation, and equity in natural and inclusive environments.

    What Learners Should Know and Be Able to Do

    Learners Who Have Mastered this Component/Topic Know and Understand:

    • The resources and supports for families in their program and community;
    • Their own implicit and explicit biases.

    Learners Who Have Mastered this Component/Topic Are Able To:

    •  Use effective communication strategies such as:
      • attending;
      • listening;
      • asking clarifying questions.
    • Articulate unbiased, comprehensive, and clear information from multiple perspectives and sources such as:
      • other professionals;
      • policies;
      • research;
      • professional literature.
    • Share information about all available services and community resources.
    • Communicate in the families’ preferred mode of communication (e.g., using an interpreter, via technology) in IFSP/IEP meetings, home visits, parent-teacher conferences, etc.
    • Identify and connect families to resources and supports needed to make informed decisions about their child’s services.
    • Collaborate with families in planning for transitions from one setting to another.
    • Use a range of strategies to support families in advocating for access and equity in natural and inclusive environments.
    • Reflect on their own biases.
    • Provide multiple opportunities for families to be engaged in program activities and governance.
    • Establish opportunities for families to connect with other families.

    Component/Topic 2.3 Learners engage families in identifying their strengths, priorities, and concerns; support families to achieve the goals they have for their family and their young child’s development and learning; and promote families’ competence and confidence during assessment, individualized planning, intervention, instruction, and transition processes.

      What Learners Should Know and Be Able to Do

      Learners Who Have Mastered this Component/Topic Know and Understand:

      • Family engagement is essential to supporting and strengthening family capacity and well-being to promote child development and learning;
      • Culturally responsive evidence-based practices;
      • Adult learning strategies.

      Learners Who Have Mastered this Component/Topic Are Able To:

      • Involve families as equal partners;
      • Use participatory practices such as:
        • Acknowledging the family’s expertise;
        • Support families in identifying strengths, priorities, and concerns.
      • Provide multiple opportunities for active family collaboration in decision-making such as:
        • Assessment – Exchange knowledge, information, expertise to evaluate and synthesize information about the child’s strengths and needs;
        • Planning – Jointly create outcomes/goals, develop implementation plans, identify informal and formal supports and services;
        • Implementation – Select and adapt culturally responsive evidence-based practices appropriate to each family; and
        • Transition – Evaluate the family transition options with the family that meets identified needs and priorities.
      • Communicate and reflect with the family to evaluate monitor, and modify services, supports, and resources;
      • Use a range of intervention and instructional strategies to promote families’ competence and confidence such as:
        • Videotaping;
        • Coaching;
        • Consultation;
        • Modeling;
        • Assistive technology.
      • Employ adult learning strategies when partnering with families.

      What Learners Should Know and Be Able to Do

      Learners who have mastered this component/topic use effective communication strategies, such as attending, listening, and asking clarifying questions, to actively seek information from and about families. They articulate unbiased, comprehensive, and clear information from multiple perspectives and varied sources. Sources of information may include other professionals, policies, research, and professional literature. Candidates communicate in families’ preferred modes, utilizing multiple formats, using technology when appropriate, and regularly checking for understanding (e.g., inserting intentional breaks during conversations, using interpreters) during formal and informal processes such as individualized education planning, home visits, and parent-teacher conferences. They prepare families to make informed decisions that are reflective of their priorities and concerns and support their young child’s engagement, learning, development, and well-being. For example, they identify and connect families to resources (e.g., mental health services, health care, adult education, English language instruction, and economic support/assistance), and may help with planning transitions from one setting to another.

      Learners recognize the critical need for equitable access to supports within natural and inclusive environments for all young children and families. They use a range of strategies to support families in advocating for access and equity in natural environments and inclusive settings and share information about all available services and community resources. They reflect on their own biases in order to understand the impact they have on their communication with families. They collaboratively problem solve and plan around the vision families have for their children and identify strategies to support families in accessing local community settings. They ensure multiple opportunities for families to be engaged in program activities and governance, including using strategies to seek family perspectives on program offerings. For example, they establish opportunities for families to connect with one another and respect families’ decisions.

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      Activity Bank

      *New* Tip sheet: Enhancing Family-Provider Partnerships During COVID-19  Enhancing Family-Provider Partnerships
      Tips for Providers: Providing & Coordinating EI Remotely Tips for Providers: What to say to Families
      Tips for Providers: Providing & Coordinating EI Remotely (What will it look like?) Tips for Providers: What will a Remote Visit Look Like?
      Tips for Families: Receiving Remote EI Services Tips for Families Flyer .pdf What is Remote EI

      Consejos para Familias .pdf What is Remote EI? (Spanish)

      Tips for Families: How to prepare for a Remote EI Visit Tips for Families: .pdf Preparing for the Visit

      TConsejos para Familias: .pdf Preparing for the Visit (Spanish)

      ECPC Course Enhancement Modules E-Learning Lessons, Practice Guides & Resources 
      CONNECT Modules CONNECT Modules and Courses
      Virginia Early Intervention Professional Development Center Framework for reflective questioning / The Coaching Quick Reference Guide - .pdf
      Virginia Early Intervention Professional Development Center Tools of Trade
      OCALI (Ohio Center for Autism and Low Incidence Disabilities) (note: you must login but it is free) Suite of Resources for Early Childhood Professionals
      Public Consulting Group Use of telehealth in early intervention (IDEA Part C)
      Protecting Student Privacy

      U.S. Department of Education

      Student Privacy 101

      FERPA and the Coronavirus Disease 2019

      FERPA and Virtual Learning

      Edelman, L. (2020). Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic Planning for the Use of Video Conferencing for Early Intervention Home Visits during the COVID-19 Pandemic
      CEC Hosted Webinar with Resources Teaching Special Education Online During COVID-19
      National Center for Hearing Assessment & Management Utah State University Welcome to the Tele-Intervention Learning Courses
      Lisa Dieker & Rebecca Hines UCF - Podcasts for Part B/619 Coordinators Series of Podcasts: teaching online, inclusion, etc.
      National Center for Pyramid Model Innovations - May Newsletter Pyramid in the Time of COVID-19