Introduces the family and team members, reviews the purpose of the IFSP meeting, highlights the role of the service coordinator, and includes strategies to ensure families are at the center of the IFSP meeting.

Illustrates a discussion of Bri's development, beginning with her language and communication skills.  The practitioners highlight Bri's strengths and encourage the family's input, seating the family at the center of the development of the IFSP.

Illustrates a discussion about Bri's cognitive development and self-help skills. The practitioners highlight Bri's strengths and encourage the family's input, placing the family at the center of the development of the IFSP.

Video 4 in a series of 10, illustrates a discussion about Bri's motor and social development. The practitioners highlight Bri's strengths and encourage the family's input, seating the family at the center of the development of the IFSP.

Illustrates the introduction of a discussion around child outcomes which include positive social-emotional skills, acquiring and using knowledge and skills, and taking appropriate actions to meet needs.

Illustrates a discussion around the first two child outcomes - positive social-emotional skills and acquiring and using knowledge and skills. The use of collaborative strategies is highlighted.

Illustrates a discussion around the third child outcome - taking appropriate actions to meet needs.

Illustrates a discussion identifying family-centered functional outcomes.

Illustrates a discussion identifying strategies for meeting family-centered functional outcomes taking into account the family's strengths and priorities.

Illustrates a discussion identifying strategies for meeting family-centered functional outcomes with a focus on accessing community resources.

Illustrates a discussion surrounding the development of the IFSP.

A two-part video showing actors playing a parent of a child with special needs and a school administrator. The meeting was requested by the parent and takes place in the administrator’s office. Take One shows the parent and administrator talking about the child’s special education program. They are talking, but not listening. Their communication is unproductive. Take-Two shows each person using more effective communication skills.

A developmental therapist works with an interdisciplinary team and family to support Janella, a 27-month-old, in making choices and participating in daily routines. The primary service provider approach is modeled. Conversations among the team members exemplify what is entailed in developing partnerships between families and practitioners. Throughout the video, the mom expresses what it has meant to learn and share ideas relevant to her daughter and family life. speaks of the importance of early intervention.

Building Effective Teams: Illustrates examples of four skills necessary for successful teaming. Participants consider the characteristics of effective teams and generate ideas for creating successful teams in their own work.

Steps to Collaborative Services: Highlights the issues involved in building collaborative relationships among service providers and families

What do I need to know?: Webinar explores Part C and Part B of IDEA 2004 with emphasis on transition, evaluation, and eligibility;  strategies that facilitate successful transitions; and strategies to support families through the transition from early intervention.

Building Collaborative Relationships: Illustrates (1) specific strategies for successful teaming and integration of services for infants and toddlers with disabilities and their families; (2) an activity on community mapping of both informal and formal resources that support young children with disabilities and their families in their communities; and (3) offers supporting materials on, learning about community partners and strengthening collaborative relationships.

Transition to kindergarten strategies by each collaborative partner are highlighted.  Head Start educators work with receiving schools to understand school readiness and alignment between the program and kindergarten.  The perspectives of parents, children, teachers, program coordinators, principal, and superintendent are presented.

This video illustrates how an early intervention program in New Mexico uses video, self-reflection, coaching of practitioners, and coaching of coaches to support their practitioners to use a more routines-based coaching approach to better support families.

A mom discusses her positive experience when individual providers connect with each other and collaborate on strategies. She also discusses her transition from early intervention to the school setting.

A parent-teacher conference for which the meeting occurred during the half hour before preschool began.  The mom brought two of her children, her preschooler and infant, along with her.  The video illustrates a variety of practices, including using engaging open-ended questions, active listening, positive ways to share information with families, having strengths-based discussions, and sharing photo and video documentation with families.

Illustrates what families can expect during a home visit, how children learn best, the primary provider model, parent coaching, and typical daily routines.

Special education teacher Peg joins Kiyah and her father, Kris on a home visit. Peg supports Kris to embed opportunities for Kiyah to learn and participate in the family's everyday activities such as getting ready for childcare and taking a walk.

Session 9: Transition at Age 3: The families' experiences and feelings about transition and how they collaborate with providers, despite differences among systems (such as early intervention and preschool special education and Early Head Start and Head Start), are shared.

The mother of David, a 4-year-old with language delays, shares her perspective on addressing her son’s goals.

Rosemary, the mother of Tamiya, a two-year-old girl turning three with developmental delays, shares her view on the upcoming transition of her daughter into a childcare program.

The preschool teacher makes a home visit before the child starts preschool to build rapport with the mom, gather information, and share information about what the first day of school will be like.

Holly, Sophie’s mother, shares her dilemma about sending Sophie to a family childcare provider who does not have experience working with children who use assistive technology.

Describes the paradigm shift from practitioners working directly working with a child to working with the family during home visits. Misconceptions regarding home visits are reviewed.

A speech therapist in a childcare program shares her perspective on serving Luke, a three-year-old boy with developmental delays who recently enrolled. She discusses the challenges of using embedded interventions in the classroom.

Luke's teacher at the childcare program shares her perspective a few months after Luke, a three-year-old boy with developmental delays, joined her classroom.

A teacher in a childcare program shares her perspective on collaborating with other professionals in her classroom.

A speech therapist shares her perspective on working with children in classroom settings and collaborating with the teachers and families.

A childcare provider of Sophie, a two-year-old with language and physical delays, discusses her feelings about using assistive technology and wanting to become more comfortable with using communication boards with Sophie.

Sophie’s speech therapist shares her thoughts about working with Sophie and using assistive technology to help her communicate. She also talks about her willingness to work with Ms. Mary, Sophie’s childcare provider, to make her more comfortable with using assistive technology.

Jackie, a teacher in a community-based childcare program shares her concerns about including Luke, a 3-year-old boy with developmental delays, in her classroom

Melanie, a teacher in a community-based childcare program shares a dilemma about the transition of Tamiya, a two-year-old girl turning three with developmental delays, joining her classroom.

Shawanda, a teacher in a community-based childcare program shares a dilemma about collaborating with a speech therapist to address the learning goals of David, a 4-year-old boy in her class.

Ashley, a speech therapist shares her view on collaborating with a teacher in a community-based childcare program to address the goals of David, a 4-year-old boy with language delays

Andi, a Head Start teacher, and LeeMarie, a speech therapist, have a conversation about collaborating to address the learning goals of a 4-year-old child in Andi’s classroom. This is part one of a three-part conversation highlighting examples of attending and active listening communication strategies.

Andi, a Head Start teacher, and LeeMarie, a speech therapist, have a conversation about collaborating to address the learning goals of a 4-year-old child in Andi’s classroom. This is part two of a three-part conversation highlighting examples of seeking and verifying communication strategies.

Andi, a Head Start teacher, and LeeMarie, a speech therapist, have a conversation about collaborating to address the learning goals of a 4-year-old child in Andi’s classroom. This is part three of a three-part conversation highlighting examples of joining and supporting communication strategies

Ms. Mary, a family childcare provider, shares a dilemma about her concerns about using communication boards with Sophie, a 2-year-old girl in her program.

This video shows a simulation of the parent and practitioner interactions and assumptions from each.

Video 2: Setting Up for an IEP Meeting: Illustrates the facilitators of the IEP meeting as they plan and set up the environment.

Video 4: Beginning the Meeting: Observe the facilitator of the IEP meeting as she sets up the environment, reviews the to-do list, and informs participants of logistics.

Generating Goals: Illustrates the creation of goals for the IEP.

Signing the Individual Education Program: Observe the facilitator recap the meeting highlights before passing around the Individualized Education Program.

Informal Wrap-Up: Observe the facilitator recap the meeting highlights before passing around the Individualized Education Program.

Roundtable Introductions at the Meeting: Demonstrates the introduction of attendees at an IEP meeting.

This video considers the IEP process from various perspectives and explores how teams work together to create inclusive experiences that are supported by the IEP process.

Practitioners from varying disciplines demonstrate the competencies needed to develop an IEP. Benefits for both the child and professionals are discussed as are the challenges of working as a team.

An early intervention practitioner discusses how she used video to enhance the services she provided to a family and reflects on her practices.

The importance of relationships among families and professionals, as well as among various agencies serving a child and family are discussed. Desirable outcomes of transition, research on effective transition strategies, and legal requirements of transition planning are also reviewed.

A panel of physical therapists discusses the primary service provider teaming approach in early intervention.

Service coordinators describe how they set the stage for families beginning intervention by describing FGRBI and by supporting families to identify key routines and priorities.

Several brief vignettes with Early Interventionists, families, children interacting in the home setting as examples of family-centered practices