Transcript Section 4: Functional, High Quality IFSP Outcomes and IEP Goals

Developing
High-Quality,
Functional
IFSP Outcomes
and IEP Goals
presented in collaboration with
Developers
Anne Lucas
ECTA Center / WRRC
Kathi Gillaspy
ECTA Center
Mary Peters
ECTA Center
With contributions from Naomi Younggren, Department of Defense/Army Early Intervention;
Debbie Cate, ECTA Center; Megan Vinh, WRRC; Joicey Hurth, ECTA Center/NERRC;
Christina Kasprzak, ECTA Center; and Grace Kelley, SERRC
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Goal
Understand how to:
Functional
Assessment
• Develop IFSP
outcomes and IEP
goals
• Rate the quality of
outcomes and goals
3 Global
Child
Outcomes
Meaningful
IFSP Outcomes
and IEP Goals
3
SECTION 4
___________________________________________________________
Functional, High-Quality
IFSP Outcomes and IEP Goals
•
IFSP Outcome Requirements
•
Developing Functional, High Quality IFSP
Outcomes
•
IEP Goal Requirements
•
Developing Functional, High Quality IEP Goals
•
Rating Activity: IFSP Outcome and IEP Goal
Statements
Using Information
to Develop Outcomes/Goals
1) Start with parents’/caregivers’ priorities about
child’s learning/development and/or family’s
needs
2) Consider what’s working and what’s
challenging in everyday routines and activities
3) Consider how the child’s developmental skills,
needs and disability influence the child’s
learning and participation in everyday routines
and activities
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Relationship of Outcomes/Goals
to Placement and Services
First…
develop IFSP outcomes/IEP goals based on
functional, authentic assessment information
Then…
determine placement, services and supports based on
what is necessary to meet the outcomes/goals
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Requirements for IFSP Outcomes
IFSP must include:
•A statement of the measurable results or measurable
outcomes expected to be achieved for the child and family
(including pre-literacy and language skills as
developmentally appropriate for the child)
•The criteria, procedures, and timelines used to determine
the degree to which progress toward achieving the results
or outcomes is being made and whether modifications or
revision of the expected results or outcomes or services
are necessary
34 CFR §303.344 (c)
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IFSP Outcomes
• IFSP Outcomes: “What
would your family like to
see happen for your
child/family?”
• Two types of outcomes
– Child Outcomes
– Family Outcomes
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IFSP Child Outcomes
Two types of child outcomes:
• Participation-based
• Routine/activity-based
Child outcomes should:
• Enhance learning through functional participation in everyday
activities (child is learner/actor)
• Be important and meaningful to the family/caregiver (priorities)
• Expand activity settings so child can be competent
• Be based on child’s interests
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IFSP Family Outcomes
Two types of family outcomes:
• Participation-based
• Resource-based
Family outcomes should:
• Enhance capacity of (family is learner/actor)
• Support accessing community resources and supports (service
coordinator supported)
• Be important and meaningful to the family/caregiver (priorities)
• Be based on family’s interests
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Developing IFSP Outcome Statments
Step 1:
Determine the functional area(s)
Eating
Step 2:
What routine(s) does this affect?
Meal time with the family
Step 3:
Child will participate in
[routines in question]
“Kim will eat with her
Family at mealtime…”
Step 4:
“by ________ing”
(address specific behaviors)
“…eating the foods
they eat.”
McWilliam, R.A. (2006). Steps to build a functional outcome. Retrieved from
http://www.siskin.org/downloads/Steps_to_Build_a_Functional_Child_Outcome.pdf
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Third Word Rule
• The third word of IFSP
child outcome statement
should be a
contextualized action
that is functional.
• Example: “Kim will eat
with her family at
mealtime eating the foods
they eat.”
Shelden, M. L., & Rush, D. D. (2009). Tips and Techniques for
Developing Participation-Based IFSP Outcome Statements.
Briefcase, 2(1). Retrieved from
http://www.fipp.org/Collateral/briefcase/briefcase_vol2_no1.pd
f
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Developing Criteria,
Procedures and Timelines
• What are the ways in
which the family and
team will work toward
achieving this outcome?
• Who will help and what
will they do?
• How will the team know
they’ve made progress or
if revisions are needed to
outcomes or services?
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High-Quality, Functional
IFSP Outcomes
• Necessary and functional for child’s and family’s life
• Reflect real-life contextualized settings
• Crosses developmental domains and is discipline-free
• Jargon-free, clear and simple
• Emphasize the positive, not the negative
• Uses active words rather than passive words
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Criteria Definitions
• Necessary and functional for child’s and family’s life
– Supports participation in community life and family
activities
– Based up on what is important to the family
– Supports child’s progress towards outcomes
• It is not based on what the practitioner thinks
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Criteria Definitions
• Reflects real-life, contextualized settings
– Everyday activity settings and routines for the child
and family
• Includes typical routines such as meal time
• Also includes routines and activities specific to the
family.
• Test items are not real-life or contextualized
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Criteria Definitions
• Integrates developmental domains and is disciplinefree
– Written to describe the child’s participation in routines
and activities
• Promote the child’s skill development in multiple
domains
• Addressable by any member of the IFSP team
– Written so that child and family are the “actors”
• Early interventionists and therapists are not the
actors in the outcome
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Criteria Definitions
• Is jargon-free, clear and simple
– Understandable by family and the general public.
• Doesn’t include professional jargon or practitioner
“speak”
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Criteria Definitions
– Emphasizes the positive, not the negative
– Focus of the whole outcome is positive
– States what the child and family will do
• Doesn’t state what the child will not do or will stop
doing
– Any negative words creates a negative statement
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Criteria Definitions
• Uses active rather passive words
– Words encourage the child and family’s active
participation
– Words indicate what the child or family will do
• Passive words reflect a state of being or a change or
lack of change in performance
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High-Quality, Functional
IFSP Outcomes
If available, the child’s complete record can
reveal if an IFSP outcome is based on:
•Information gathered from the family (e.g., priorities and
concerns)
•Evaluation and functional assessment of child (e.g., skills,
degree of participation, behaviors across settings ,
strengths, and needs)
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Developing Child Outcomes
What parent states:
“I wish he could sit without as much
support when he eats and plays – it is
hard work holding him all the time.”
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Child Outcome: Example
This
Not This
“Romeo will play with
toys and eat meals with
his family by sitting
without much support.”
“Romeo will improve
muscle tone for sitting.”
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Developing Family Outcomes
What parent states:
“We want to be able
to take Romeo with us in the car;
we need a travel car seat.”
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Family Outcome: Example
This
Not This
“Karen and Mark will
explore options for
financial assistance for
car seats and secure
one.”
“Staff will explore
options for financial
assistance for travel
chairs.”
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the IEP: IDEA Requirements
1. Present levels of academic achievement and
functional performance, including:
•
How the child's disability affects the child's involvement
and progress in the general education curriculum (i.e.,
the same curriculum as for nondisabled children), or
•
For preschool children, as appropriate, how the
disability affects the child's participation in appropriate
activities
34 CFR §300.320-324
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the IEP: IDEA Requirements
2. Measurable annual goals, including academic
and functional goals:
• Related to the child's needs that result from the disability
to enable the child to be involved in and make progress
in the general education curriculum, and
• Meet each of the child's other educational needs that
result from the child's disability
-
Where required, benchmarks or short-term objectives must be
included
34 CFR §300.320-324
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the IEP: IDEA Requirements
3. A description of how
progress will be
measured and when
progress reports will
be provided.
34 CFR §300.320-324
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the IEP: IDEA Requirements
4. A statement of:
• special education and
related services
• supplementary aids and
services
• program modifications
and supports for school
personnel
34 CFR §300.320-324
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the IEP: IDEA Requirements
5. The projected
beginning service
date including the
anticipated
frequency, location,
and duration
34 CFR §300.320-324
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the IEP: IDEA Requirements
6. An explanation of the
extent, if any, to
which the child will
not participate with
nondisabled children
in the regular class
and activities
34 CFR §300.320-324
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the IEP: IDEA Requirements
7. Individually appropriate accommodations
necessary to measure the academic
achievement and functional performance of the
child on State and district-wide assessments
34 CFR §300.320-324
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IEP Goals
What will the child need to
do to be successful in
learning and real life
activities?
Focus on:
• “academic” – activities of
a child this age
• “functional”
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High-Quality, Functional IEP Goals
• Describe how the child will demonstrate what s/he knows
• Are written in plain language and are jargon free
• Describe the child’s involvement in age-appropriate
activities to address ‘academic and functional’ areas
• Emphasize the positive
• Describe conditions in which the child will demonstrate
progress
• Are measurable and observable
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High-Quality, Functional IEP Goals
The child’s complete IEP will reveal if an IEP goal is:
• Achievable in one year
• Includes what the child is doing now and the family’s input
and concerns
• Includes special factors related to communication,
assistive technology and supports specific to the child’s
disability and/or English language learning
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Developing IEP Goals
What parent states:
“Nathan runs across the parking lot when we leave the
grocery store and we are very concerned for his safety.”
Teacher input:
“When Nathan is inside he listens to a reminder to stay
with his friends, but when he is outside he often runs
toward the bus.”
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Developing Functional IEP Goals
Step 1:
Determine the academic (preschool
activities) and functional area(s)
based on identified needs.
Following directions
Step 2:
What routine(s) or activity(ies)
does this affect?
Outdoor activities
Step 3:
Child will participate in
[routines or activities]
“Nathan will stop, wait, and stay
with others during outdoor
activities…”
Step 4:
“by ________ing”
(address specific behaviors)
“…by following directions
for his safety.”
McWilliam, R.A. (2006). Steps to build a functional outcome. Retrieved from
http://www.siskin.org/downloads/Steps_to_Build_a_Functional_Child_Outcome.pdf
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IEP Goal: Example
This
Not This
“Nathan will stop, wait,
and stay with others
during outdoor activities
by following directions
for his safety.”
“Nathan will not run
away.”
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Developing
High-Quality,
Functional
IFSP Outcomes
and IEP Goals
Rating
IFSP Outcomes and IEP Goals
Lucas, A., Gillaspy, K., Peters, M. L., & Hurth, J. (2014). Enhancing Recognition of HighQuality, Functional IFSP Outcomes: A training activity for Infant and Toddler service
providers. Retrieved from http://www.ectacenter.org/~pdfs/pubs/rating-ifsp.pdf
Lucas, A., Gillaspy, K., Peters, M. L., & Hurth, J. (2014). Enhancing Recognition of HighQuality, Functional IEP goals: A training activity for Early Childhood Special Education
staff. Retrieved from http://www.ectacenter.org/~pdfs/pubs/rating-iep.pdf
39
The outcome is
necessary and
functional for the
child’s and
family’s life.
The outcome
reflects real-life
contextualized
settings.
The outcome
crosses
developmental
domains and is
discipline-free.
Criteria Defining
High Quality, Participation-Based
IFSP Outcomes
Place Card Here
When the child’s contextual information
is available, the following IFSP outcome
criteria can also be evaluated:
The outcome is
jargon-free,
clear and
simple.
The outcome
emphasizes the
positive, not the
negative.
The outcome
uses active
words rather
than passive ones.
•The outcome is based on the family’s
priorities and concerns.
•The outcomes described both the child’s
strengths and needs based on information
from the initial evaluation and ongoing
assessment.
ectacenter.org/~pdfs/pubs/rating-ifsp.pdf
The outcome is
necessary and
functional for the
child’s and
family’s life.
Criteria Defining
High Quality, Participation-Based
IFSP Outcomes
The outcome is
jargon-free,
clear and
simple.
The outcome
reflects real-life
contextualized
settings.
The outcome
emphasizes the
positive, not the
negative.
The outcome
crosses
developmental
domains and is
discipline-free.
The outcome
uses active
words rather
than passive ones.
When the child’s contextual information
is available, the following IFSP outcome
criteria can also be evaluated:
•The outcome is based on the family’s
priorities and concerns.
•The outcomes described both the child’s
strengths and needs based on information
from the initial evaluation and ongoing
assessment.
ectacenter.org/~pdfs/pubs/rating-ifsp.pdf
The goal is written
in plain language
and is
jargon-free.
The goal
emphasizes
the positive
The goal
describes the
child’s involvement
in age-appropriate
activities to address
academic and
functional areas.
Criteria Defining
High Quality, Participation-Based
IEP Goals
The goal is
measureable and
observable.
Place Card Here
The goal
describes how
the child will
demonstrate
what they know
or can do.
•The goal is achievable in one year and specific
timelines are noted.
The goal
describes the
situation in which the
child will demonstrate
the goal, and does
not name a placement
or educational
environment.
•The goal details Special Factors related to
communication, assistive technology and supports
specific to the child’s disability and/or English language
setting.
ectacenter.org/~pdfs/pubs/rating-ifsp.pdf
When the child’s contextual information is
available, the following IEP goal criteria
can also be evaluated:
•The goal includes what the child is doing now and
includes the family’s input and concerns.
The goal is written
in plain language
and is
jargon-free.
Criteria Defining
High Quality, Participation-Based
IEP Goals
The goal
describes how
the child will
demonstrate
what they know
or can do.
The goal
emphasizes
the positive
The goal
describes the
child’s involvement
in age-appropriate
activities to address
academic and
functional areas.
The goal is
measureable and
observable.
•The goal is achievable in one year and specific
timelines are noted.
The goal
describes the
situation in which the
child will demonstrate
the goal, and does
not name a placement
or educational
environment.
•The goal details Special Factors related to
communication, assistive technology and supports
specific to the child’s disability and/or English language
setting.
ectacenter.org/~pdfs/pubs/rating-ifsp.pdf
When the child’s contextual information is
available, the following IEP goal criteria
can also be evaluated:
•The goal includes what the child is doing now and
includes the family’s input and concerns.
Developing
High-Quality,
Functional
IFSP Outcomes
and IEP Goals
Debrief
Rating IFSP Outcomes
and IEP Goals
44
Developing
High-Quality,
Functional
IFSP Outcomes
and IEP Goals
Enhancing Recognition
of High-Quality, Functional
IFSP Outcomes and IEP Goals
Instructions and materials for these activities are at:
http://www.ectacenter.org/~pdfs/pubs/rating
-ifsp.pdf
http://www.ectacenter.org/~pdfs/pubs/rating
-iep.pdf
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Resources on IFSPs and IEPs
IFSP
•
Agreed Upon Practices For Providing
Early Intervention Services In Natural
Environments
IEP
•
http://www.ectacenter.org/~pdfs/knowledgepath/ifsp
outcomes-iepgoals/Key_Practices_IEP_Process.pdf
http://www.ectacenter.org/~pdfs/topics/families/Agre
edUponPractices_FinalDraft2_01_08.pdf
•
Rush and Shelden. Tips and
Techniques for Developing
Participation-Based IFSP
Outcomes Statements,
BriefCASE, Vol 2, No. 1
http://www.fippcase.org/briefcase/briefcase_vol2_no
1.pdf
•
•
Contents of the IEP
http://www2.ed.gov/parents/needs/speced/iepguide/
index.html#contents
•
OSEP model IEP forms
http://www2.ed.gov/policy/speced/guid/idea/modelfo
rm-iep.pdf
•
Special Factors To Consider
http://www2.ed.gov/parents/needs/speced/iepguide/
index.html#contents
ECTA Center website
http://www.ectacenter.org/topics/families/famresourc
es.asp
Key Practices Underlying the IEP
Process
•
Wisconsin Guide to Connecting
Academic Standards and IEPs
http://dpi.state.wi.us/sped/pdf/iepstandardsguide.pdf
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This product was developed collaboratively with staff from ECTA Center and WRRC in
response to the need expressed from state and local providers to have specific information
and resources about developing IFSP outcomes and IEP goals. The full training package,
including a full reference list, is freely available online:
http://www.ectacenter.org/knowledgepath/ifspoutcomes-iepgoals/ifspoutcomes-iepgoals.asp
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