Transcript Infant & Toddler Connection of Virginia

Infant & Toddler
Connection of Virginia
Virginia’s System for
Determination
of Child Progress
2007
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Agenda
OSEP Indicators
What and Why
Determining Child Status and Progress
How and When
Case Studies – Participant Practice
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Objectives
Participants will:
Understand why this system is being put in place
Know the requirements
Know how and when to determine child’s status
for each of the OSEP indicators
Practice determining child status and progress
Be prepared to implement the system March 1,
2007
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Why Was the
System Developed?
Age of accountability
Accountability increasingly means
looking at results – not just process
Office of Special Education Programs
(OSEP) under increasing pressure to
produce progress data on children
participating in early intervention
programs
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“Results Not Demonstrated”
Program Assessment Rating Tool (PART)
review findings for Part C (2002)
“While the program has met its goal relating
to the number of children served, it has not
collected information on how well the
program is doing to improve the educational
and development outcomes of infants and
toddlers served”
Read more at ExpectMore.gov
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OSEP’s Response
to PART Findings
OSEP required states to develop a
state performance plan (by December
2005) that included indicators of child
progress.
OSEP requires states to submit child
progress data in their Annual
Performance Report (APR) Feb. 1
each year
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Putting it in Context: State
Requirements
States were already required to report
on indicators such as service settings
(natural environments), number of
children served and compliance with the
45-day timeline.
Child and family indicators were added
in conjunction with the 2004
reauthorization of IDEA
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Child Indicators
Percent of infants and toddlers with IFSPs
who demonstrated improved:
Positive social emotional skills (including
positive social relationships)
Acquisition and use of knowledge and skills
(including early language/communication)
Use of appropriate behaviors to meet their
needs
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What must be reported about
each child indicator?
% of infants and toddlers who:
a. Did not improve functioning
b. Improved functioning, but not sufficient to move
nearer to functioning comparable to same-aged
peers
c. Improved functioning to a level nearer to same-aged
peers but did not reach it
d. Improved functioning to reach a level comparable to
same-aged peers
e. Maintained functioning at a level comparable to
same-aged peers
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Reporting on the
Child Indicators
Ratings on the 3 indicators
must be reported for every
child enrolled.
Ratings are needed in all areas
even if:
No one has concerns about a child’s
development in some areas
A child has delays in one or two
indicators, but not in all three indicators
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Indicators are Functional
Functional refers to things that are
meaningful to the child in the context of
everyday living.
Behaviors or skills that the child is able to
integrate across domains to carry out
complex meaningful activities
They are not
a single behavior, nor are they
the sum of a series of discrete behaviors
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Thinking Functionally
(within age-expected bounds)
Not just….
But does he/she…
Know how to make
Initiate affection toward
eye contact, smile,
caregivers and respond to others’
and give a hug
affection
Know how to imitate
Watch what a peer says or does
a gesture when
and incorporate it into his/her
prompted by others
own play
Use finger in pointing
Point to indicate needs or wants
motion
Use a skill in actions across
Show a skill in a
settings and situations to
specific situation
accomplish something meaningful
to the child
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Critical Assumptions Related to
the Indicators
Achievement of the indicators is age-based
There are many pathways to competence for
children with atypical development (e.g.,
using sign language, wheel chair). This
seems obvious but can get lost in
assessment scores that don’t consider the
use of assistive devices or other alternative
means to accomplish functional activities.
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Putting it in Context:
Individual Child Level
Part C requirements for individual children:
Evaluation and Assessment using multiple
sources to determine eligibility and plan for
services
Child’s level in 5 domain areas
Determination of individualized child and
family outcomes
Assessment of progress in relation to the
individualized child and family outcomes
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Putting it in Context: OSEP
Child Indicator Requirements
In addition to what is already required:
Assessment of function across settings and
people using multiple sources of
information, including an evaluation/
assessment tool
Child status in 3 functional areas in
relation to same-aged peers
Federally-determined indicators
Progress measured in relation to same-aged
peers
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Determining
Child Status
and Progress
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When is child status on the
three indicators determined?
As part of the initial evaluation
and assessment process
At exit if it has been 6 months
or more since the initiation of
early intervention services
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Coordination with Part B
The final Part C ratings can be used as the
Part B initial ratings
Conversely, the initial Part B ratings can be
used as the final Part C ratings
Local Systems need to communicate now
with their local school systems to establish
mechanisms to coordinate this process to
share information and avoid duplication of
assessment.
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The Three Child
Indicators
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Children have positive
social relationships
Involves:
Relating with adults
Relating with other children
For older children- following rules related to
groups or interacting with others
Includes areas like:
Attachment/separation/ autonomy
Expressing emotions and feelings
Learning rules and expectations
Social interactions and play
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Children acquire and use
knowledge and skills
Involves:
Thinking
Reasoning
Remembering
Problem-solving
Using symbols and language
Understanding physical and social worlds
Includes:
Early concepts – symbols, pictures, numbers,
classification, spatial relationships
Imitation
Object permanence
Expressive language and communication
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Children take appropriate action
to meet their needs
Involves:
Taking care of basic needs
Getting from place to place
Using tools
In older children, contributing to their own
health and safety
Includes:
Integrating motor skills to complete tasks
Self-help skills (e.g., dressing, feeding,
grooming, toileting, household responsibility)
Acting on the world to get what one wants
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Including parents
in the discussion
Parent input is critical
Family members see the child in situations that
professionals do not
Need a way to learn about what family
members know about the child
There is not an expectation that parents
will be able to determine if what they are
seeing is typical or age appropriate
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Using Evaluation/Assessment
Information to Inform the Rating
Evaluation/assessment information can assist in
deciding how close a child’s functioning is to
same-aged peers
However, a child should not be given a lower
rating if he or she has an alternative way to
accomplish an indicator.
Effective functioning that takes forms that are
less common should not receive low ratings,
unless the pattern of behavior relied on may
interfere with future development
Evaluation/assessment information should be
used to inform the rating decision, but needs to
be placed in proper context
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Using Evaluation/Assessment
Information to Inform the Rating
Example:
A child learning to sign will not “pass” items
related to speaking
If the child can sign to accomplish the same
outcome one might through speaking (e.g.,
take action to meet needs), the fact that the
child “fails” some assessment items is not
relevant and should not enter the rating.
Key point: Evaluation/Assessment results
are how a child performs on a selected
set of items. No more. No less.
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Assistive Technology and
Accommodations
Ratings should reflect the child’s level of
functioning using whatever assistive technology or
special accommodations are present in the child’s
typical settings.
Note:
Children who could benefit from assistive technology but
don’t have it will get lower scores.
Lack of appropriate assistive device does not reflect on
the child’s inability to accomplish the functional skills, but
rather that the child does not have the necessary
equipment/services.
Over time, this kind of information tells us how much
actual difference the program makes for this child.
It may tell us that we could do more for some children.
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Indicator Ratings
The team determining the rating needs to reach
consensus on a number between 1 and 7.
Descriptions are given for numbers
7
5
3
1
–
–
–
–
Completely
Somewhat
Emerging
Not Yet
Score 2, 4, or 6 if the child’s functioning is “in
between”. That is, the child functions with more
skill than the lower number, but not quite as
described in the higher number.
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Documenting the Rating
You must document:
What evidence led to the
selected rating
Who participated in the
conversation and decisionmaking
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Child Indicator Summary
Form (CISF)
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Child Indicator Summary
Form (CISF)
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The Child Indicator Summary
Form (CISF)
Is Not an assessment
Uses information from assessments and observations
to get a global sense of how the child is doing
Rating is based on child’s functioning compared to
other children the same age – distance from
typical
Based on child’s functioning
what child generally does across settings and
situations,
not what a child can do under ideal circumstances.
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The Two CISF Questions
1. To what extent does this child show
behaviors and skills related to this
indicator appropriate for his or her age
across a variety of settings and
situations? (Rating: 1-7) (QUESTION a)
2. Has the child shown any new skills or
behaviors related to this indicator
since the last indicator summary?
(yes-no) (QUESTION b)
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The Progress Question
(Question b for each indicator)
Applies only for the exit summary
Compares the child to his/her own past
behavior
Has the child shown ANY new skills or
behaviors in the goal area since the last
rating?
Yes or No
Small steps of progress count!
Most will check “yes”
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Documentation in ITOTS
The person(s) in the local system
responsible for data entry will enter the
information from the Child Indicator
Summary Form into the ITOTS system.
The computer will calculate progress
and will aggregate data from across the
state for reporting to OSEP.
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The Take Home Message
Indicators are not primarily about
data.
It is about doing good things for
children and families,
And using data as a tool to help
programs and providers know
whether what they are doing is
making a difference
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For More Information
www.the-eco-center.org
Note: Many of the slides and handouts were developed
from information on this Early Childhood Outcome
(ECO) Center Website.
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