What Johnny and Jane can accomplish in their formative years can impact their ability to receive a diploma and expand quality of life options. That’s why the Early On program at Washtenaw Intermediate School District puts in place positive building blocks that appropriately influence young children.
 
In the last two years, the district has moved toward a focus on the Foundational Pillars of Early Intervention as a means to support 0-3 year olds and their families. This family-centered service model, delivered in the natural home environment, includes: Family centered and relationship-based practices, natural environments, children’s learning, adult learning and quality team practices.
 
According to The Early Intervention Workbook: Essential Practices for Quality Services, each of the pillars play an integral role in intervention for children birth to three and together they lay the ground work for effective high-quality intervention for families. While evaluation data determines eligibility for Early On, it will no longer dictate intervention. Greater focus is on the family interview and routines when developing functional Individualized Family Service Plan (IFSP) goals, so parents can work on outcomes that work for their home life. Alicia Kruk, supervisor of WISD’s Early On and family services, says the holistic method is yielding good results.
 
"As early interventionists, we need to respect the expertise of parents while partnering with them in meeting the unique developmental needs of their children," Kruk said. "Developmental gains occur between scheduled visits. By using a transdisciplinary approach that focuses on family routines, we can ensure that parents have the tools they need to achieve outcomes every day." 
 
The transdisciplinary approach to services for Part C (of the Individuals with Disabilities Education Act (IDEA)) eligible children, involves teams working to meet the needs of children in a non-discipline specific manner. Families have the opportunity to build a relationship with a primary provider who participates in a team process to develop strategies for families to meet the IFSP goals. Providers share their expertise with one another, as well as with parents, to ensure that maximum gains can be provided between visits, where the majority of intervention occurs. Pam Schelkun, Early On service coordinator for WISD, sees the value of the team approach with the families she supports.
 
“I have appreciated watching the physical therapist in action,” Schelkun said. “The therapist demonstrated to the parents exactly how to move a child in and out of sit, and to work on sitting independently, cruising furniture, standing alone or tolerating tummy time.”
 
As a result of regular, dependable opportunities to consult with one another, providers are becoming more balanced in their skills and are confident in supporting families in the transdisciplinary approach.
 
This change is just the first step toward a primary service provider model for Early On. Next steps include creating a professional development plan to incorporate this model into the work of providers to meet the requirements of Michigan mandatory special education.
 
Providing intervention for our youngest children can be challenging. Yet, the research and the early signs of employing these methods bear out the effectiveness of creating a solid start for the cradle to career continuum.