Transcript Child Outcomes Professional Development B-6

Child Outcomes Professional
Development – Integrating
Outcomes Into the IFSP / IEP Process
A Department of Health Birth-to-3 Program and
Department of Public Instruction Early Childhood Special
Education Cross-System Collaboration
1
Who’s Facilitating Today?
• Ruth Chvojicek – Statewide Part B Child
Outcomes Coordinator
• Dana Romary – State Birth-to-3 Program
Program & Policy Specialist
• Elizabeth Wahl – Birth-to-3 Program
Professional Development Specialist
2
Raise your hand if:
• You are new in your position and new to child
outcomes work…
• You are not new in your position but new to child
outcomes work…
• You haven’t participated in a child outcomes
professional development in many years (4 years
ago or more)…
• You have participated in a child outcomes or
indicator professional development in the last
two years…
3
Today’s Objectives
Participants will know and be able to:
1.
2.
3.
4.
5.
6.
7.
State the purpose of Part C Indicator 3 / Part B Indicator7;
Demonstrate an understanding of typical child development within the
context of the three Child Outcomes;
Utilize functional assessment practices in the Child Outcomes rating
process;
Demonstrate an understanding of the 7-point rating framework;
Apply the Child Outcomes rating process with fidelity to accurately rate
a child;
Analyze current rating patterns for accuracy;
Appraise current IFSP or IEP process to identify areas for possible
improvement in obtaining quality Child Outcome data.
4
Do you have something to ask or a
resource to share?
Put it on the backchannel…
5
Housekeeping
• Post your questions on TodaysMeet
• Use breaks and lunch to respond to email and
phone
• Discussion time built into the day
6
Integrating Child Outcomes Into the
IFSP / IEP Process
•Conduct Functional Assessment
within Child’s Everyday Settings
•Share 3 Outcome Areas with Family
Pre IFSP / IEP
IFSP / IEP
•Probe for Functioning in Outcome
Areas
•Summary of Child’s Present Level of
Development Described in Outcome
Areas
•Complete Entry Rating at Time of
IFSP / IEP
•Report Entry Rating Data
•Conduct Ongoing Assessment to
Track Child’s Progress
•Inform Family of Child’s Progress in
Outcome Areas
•Complete Exit Rating at Time of Exit
Using Information from Ongoing
Assessment Across Settings
•Report Exit Rating Data
Post Initial
IFSP/IEP to Exit
7
Action Planning Guide
Infrastructure
What it Takes
to Carry Out
Child
Outcome
with Fidelity
Staff
Competence
Leadership
8
Next Steps - Fidelity
Infrastructure
Leadership
Staff
Competence
Team Meeting
Time for Rating
Process
Leadership
Understanding
and Support
More Training
Typical Child
Development
Implementing
New IFSP / IEP
Structured in 3
Outcomes
Run Data Reports
and Share with
Team on Regular
Basis
More Practice in
How to Have
Conversation
with Families
Implementing
Ongoing
Assessment Tool
Recognize and
Support Team
Time
Training in
Ongoing
Assessment and
Use of Tool
Viewing Children
More
Functionally
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Section One:
Purpose of the Indicator
Objective One : State the purpose of
Indicator 3/7
10
ECO Goal Statement
“…To enable young children to be
active and successful participants
during the early childhood years
and in the future in a variety of
settings – in their homes with
their families, in child care, in
preschool or school programs,
and in the community.”
(from Early Childhood Outcomes Center,
11
Table Discussion
What does active participation look like in
typically developing children?
12
A Paradigm Shift…
We are “thinking about
children differently”
• Comparison of child to
typical development –
NOT individual progress
of child
• Focus on everyday
“global” functional
behavior – NOT discreet
skills
• Integrated behavior –
NOT behavior described
in domains or “silos”
13
Value of Child Outcomes Data
• Federal government is driving force behind child
outcomes data collection
• But there are many reasons to collect and use the child
outcomes:
– Examine program effectiveness
– Use data for program improvement
– Ultimately, to better serve children and families
14
Program Evaluation
The percent of preschool children with IFSPs or
IEPs who demonstrate improved
– Positive social emotional skills
– Acquisition and use of knowledge and skills,
and
– Appropriate action to meet needs.
15
Data Sent to the Office of Special Education Programs
(OSEP) in the Annual Performance Report (APR)
Outcome One –
Positive Social
Emotional Skills
Outcome Two –
Acquisition & Use
of Knowledge &
Skills
Outcome Three –
Appropriate Action
to Meet Needs
Summary
Statement One –
The % of Children
Who Substantially
Increased Their
Rate of Growth By
The Time They
Exited The
Program
Summary
Statement Two –
The % of Children
Who Were
Functioning Within
Age-Expectations
By The Time They
Exited the Program
56.1%
62.3%
62.3%
45.9%
66.9%
64.5%
16
Section Two:
The Three Outcomes
Objective Two: Demonstrate an
understanding of typical child
development within the context of the
three Child Outcomes
Outcome One:
Positive Social
Emotional Skills
Outcome Two:
Acquisition
and Use of
Knowledge
and Skills
Outcome
Three:
Appropriate
Action to Meet
Needs
17
The Three Outcomes
Outcome One:
Positive Social
Emotional Skills
Outcome Two:
Acquisition and
Use of
Knowledge and
Skills
Outcome
Three:
Appropriate
Action to Meet
Needs
Step by Step Video
19
Table Discussion
20
Louie
21
Austin & Sander
22
Alecia
23
Ed is a four-year-old student who spends most of his time with adults.
He has had few experiences playing with children his age. Because of
this, Ed’s parents have enrolled him in the district’s four-year old
kindergarten program (4K). Ed’s mom reports he likes to “have his own
way” and “doesn’t listen.” His parents find it difficult to read stories to
Ed because of his short attention span (less than three minutes). He is
able to play alone with toys for two to three minutes. When with other
children, he cannot share or interact with toys without adult
assistance. He becomes frustrated and bangs his toys or objects on the
floor, or throws them at the other children. His short attention span
and frustration level interferes with his ability to recall information
from books read to him and with learning new concepts through
interaction with toys in his environment. Ed is able to eat by himself
and put on his underclothes, t-shirt and elastic band pants. He is not
fully toilet trained at this time. He averages 5 to 6 “accidents” per
week. Ed is able to walk, run, and jump independently. He is very
active and especially likes to play on the swing set.
24
Ed is a four-year-old student who spends most of his time with adults.
He has had few experiences playing with children his age. Because of
this, Ed’s parents have enrolled him in the district’s four-year old
kindergarten program (4K). Ed’s mom reports he likes to “have his own
way” and “doesn’t listen.” His parents find it difficult to read stories to
Ed because of his short attention span (less than three minutes). He is
able to play alone with toys for two to three minutes. When with other
children, he cannot share or interact with toys without adult
assistance. He becomes frustrated and bangs his toys or objects on the
floor, or throws them at the other children. His short attention span
and frustration level interferes with his ability to recall information
from books read to him and with learning new concepts through
interaction with toys in his environment. Ed is able to eat by himself
and put on his underclothes, t-shirt and elastic band pants. He is not
fully toilet trained at this time. He averages 5 to 6 “accidents” per
week. Ed is able to walk, run, and jump independently. He is very active
and especially likes to play on the swing set.
25
One – Social Emotional Skills
Ed is a four-year-old
student who spends most
of his time with adults.
He has had few
experiences playing with
children his age. Ed’s mom
reports he likes to “have
his own way” and “doesn’t
listen.” When with other
children, he cannot share
or interact with toys
without adult
assistance. He becomes
frustrated and bangs his
toys or objects on the
floor, or throws them at
the other children.
Two – Acquisition & Use of
Knowledge & Skills
Three – Appropriate Action to
Meet Needs
His parents find it difficult
to read stories to
Ed because of his short
attention span (less than
three minutes). He is
able to play alone with toys
for two to three minutes.
His short attention span
and frustration level
interferes with his ability to
recall information
from books read to him
and with learning new
concepts through
interaction with toys in his
environment.
Ed is able to eat by himself
and put on his
underclothes, t-shirt and
elastic band pants. He is
not fully toilet trained at
this time. He averages 5 to
6 “accidents” per week. Ed
is able to walk, run, and
jump independently. He is
very active and especially
likes to play on the swing
set.
26
Practice - Directions
• On your table is a sample narrative of a child’s
summary of development. Using the hand
highlighters provided, decide which behaviors
fall into each of the three outcomes.
• Highlight the behaviors in a different color for
each of the three outcome areas.
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Activity – Practice Answer
28
Timer
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Section Three:
Functional Assessment
Objective Three: Utilize functional
assessment practices in the Child
Outcomes rating process
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Table Discussion
What comes to mind when you hear the
word assessment?
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DEC Recommended Practices - Assessment
Revised 2014
http://www.dec-sped.org/recommendedpractices
At your tables review the 11 recommended practices
• What practices are you carrying out well?
• What practices are more challenging for you?
32
What is Functional Assessment?
Assessment of the young child’s skills in the real life
contexts of family, culture and community rather
than discrete isolated tasks irrelevant to daily life
“the science of the
strange behavior of
children, with
strange adults, in
strange settings for
the briefest possible
period of time.”
Bronfenbrenner, U. (1979). The Ecology of Human Development:
Experiments by Nature and Design. Cambridge, MA: Harvard
University Press.
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Functional Assessment
Our Focus Shifts
From
To
Knows how to make eye
contact, smile, and give a
hug
Initiates affection toward
caregivers and respond to
others’ affection
Knows how to imitate a
gesture when prompted by
others
Watches what a peer says
or does and incorporate it
into his/her own play
Uses finger in pointing
motion
Points to indicate needs or
wants
Shows a skill in a specific
situation
Uses a skill in actions
across settings and
situations to accomplish
something meaningful to the
child
34
Who performs Functional
Assessment?
• Families and familiar,
knowledgeable
caregivers in the child’s
life
• Providers
• Teachers
• Others, less familiar, can
also contribute
35
When is Functional Assessment
performed?
Over Time
“One-time
observations even in
the natural context,
are insufficient and
often misleading.”
Bagnato, S.J., Neisworth, J.T., & Pretti-Frontczak, K. Linking Authentic Assessment and Early Childhood Intervention Best Measures for Best Practices, Second Edition. Brookes Publishing, Baltimore, MD. 2010.
36
How is Functional Assessment
performed?
•
Knowing the purpose for the
assessment is important
•
Observation is essential:
– Keep a focus on being
objective vs. subjective
•
Record keeping is key:
– Qualitative
– Quantitative
•
Hearing from others who know the
child is critical – involve families!
37
Where is Functional Assessment
performed?
Only in the
children’s natural
everyday settings,
activities, and
routines
38
A Functional Assessment Conversation
As you listen to this brief conversation, the right
side of the room will listen for the types of
questions being asked that provide
information on each of the three outcome
areas.
What types of questions did you find
helpful in gathering information about the
child’s functioning in the three outcome
areas?
39
A Functional Assessment Conversation
The left side of the room will listen for
information about the child’s functional
development.
What types of things did you learn about
the child in outcome 1-2-3?
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Practice Discussion
• Form groups of three - select a parent, caregiver and
observer.
• Have a conversation to gather information on the
child’s functioning in the three outcomes.
• Use “Discussion Prompts” handout for ideas of
questions.
• Observers record what you hear about the child’s
functioning in the three outcomes.
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Reflecting on Your Discussions
• For the caregivers: What did it feel like for you to
have this conversation?
• For the interviewer: What was this experience like
for you? What did you learn about the process of
asking questions?
• For the observers: Did you get information about the
child’s functioning in the three outcomes? Did you
get enough information?
42
Team Discussion
Working in your county or district team, think about your assessment process “back
home”.
–
–
–
–
–
–
–
–
How is a functional assessment conversation the same or different from your current
assessment practices to gather information on a child’s functional behavior?
Who is gathering information on a child’s everyday functioning?
How is it gathered and documented?
When is it done?
How is it shared with others on your team?
How are all team members, including OT/PT and other therapists included in this
discussion?
How do you document the child’s functioning in an ongoing way to track child’s progress
AND to inform ratings?
How do your practices compare to the 11 DEC Recommended Practices on Assessment?
Record your ideas for possible enhancement
of your program practices on your Action Planning Guide
43
44
Assessment Tools
• “Age-Anchoring” Assessment tools provide
information on the age level a child is
functioning for each of the three outcome
areas.
• Limitations with Assessment Tools:
– There is no assessment tool that assesses the three child
outcomes directly
– Each assessment tool carries its own organizing framework, or
lens
– Many are organized around domains
– The content of the domains isn’t always the same, even if the
names are the same
45
Selection of an Assessment Tool
• Purpose for assessment drives the selection of
assessment tools, e.g.
– Screening: point in time look at a child – does the child
need further evaluation? (Screening tool)
– Evaluation: determines eligibility for services. (Normreferenced tool)
• In ongoing assessment, curriculum or criterion-based
assessment tools (in tandem with direct observation
of children in multiple natural environments…)
• Curriculum or criterion-based assessment tools –
informs of child’s progress & for program planning
46
Wisconsin’s Recommended Assessment
Tools
Norm-Referenced Tools
(Appropriate for determining eligibility)
Criterion – Referenced or Curriculum Based Tools
(Appropriate for ongoing assessment)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
AEPS
Brigance (IED-II)
Carolina
DAYC22
DP-3
E-LAP & LAP-3
Hawaii Early Learning Profile (HELP)
High Scope CORE Infant/Toddler
and Preschool
IGDI: 0-3
Portage Guide 3
Teaching Strategies GOLD
Trans-Disciplinary Play-Based
Assessment
The Ounce Scale
Work Sampling System
•
•
•
•
•
AEPS-I
Battelle II
Brigance (IED-II)
DAYC-2
DP-3
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Assessment Tools and the
Child Outcomes Rating Process
• Does the child ever function in ways that would
be considered age-appropriate with regard to
[this outcome]…?
• (If no) Does the child use any immediate
foundational skills related to [this outcome]…?
• To what extent is the child using these skills
across settings and situations?
48
Age Expected (AE) / Immediate
Foundational (IF) / Foundational (F)
Age-Appropriate
Skills & Behavior
Immediate
Foundational
Skills
Foundational
Skills
Foundational
Skills
49
From Assessment to Rating
Functional
Assessment
Preparing for
the IFSP/ IEP
& Rating
Child
Outcomes
Rating
Determine what the child is doing at age-expected,
immediate foundational or foundational levels.
50
Sample Child Rating Prep Tool
36 month-old child
Age-Expected
Immediate
Foundational
Foundational
•Occasionally responds to
adults when asked
questions using a 1-2
word response
•Plays next to peers in
child care but not
interacting yet.
Outcome One
Outcome Two
•Puts together train
puzzle.
Outcome Three
•Uses pull-up at night.
•Uses utensils to feed self
•Listens to book being
read by familiar adult but
doesn’t respond to
questions
•Plays only with hot
wheels and train puzzle.
•Uses 1-2 words to
express needs when
hungry or thirsty
51
New Portage Guide
ASQ – III
Medical Evaluation related
to Seizures
Head Start
Parents, Grandparents,
Older Brother
Observations Completed:
Served Inclusively in Head
Start by ECSE
Head Start
Home
Grandparents
Birth-to-3 since 18 Months
Nevaeh
36months
52
Table Activity
Child Rating Prep Tool
53
Section Four:
Child Outcome 7-Point Rating Scale
Objective Four: Demonstrate an
understanding of the 7-point rating
framework
54
A Closer Look at the 7-Point Rating Scale
55
7-Point Rating Scale
Please refer to handout – “The Bucket List”
Practice Time!
Child is 25 months old and exhibits most
behaviors and skills in the 18-24 month age
range across all areas of development. A few
of her behaviors exhibited both at home and
in child care are in the 10-12 month age range.
Practice Time!
Child is 36-months old and when at home displays some
behaviors in the 24-36 month range and some in the 36-48
range. In other settings and situations he is in, including Head
Start, and at his grandparent’s house on weekends, he
displays a few behaviors in the 24-36 month range but the
majority of the time, in this outcome area, his functional
behaviors are in the 36-48 month range.
Practice Time!
Child is 38-months old and some of the child’s
functioning falls in the 24-36 month range but
more falls in the 12-24 month range. The
child displays these behaviors at home but not
at the grandparent’s home.
Practice Time!
Child is 37-months old and is displaying functioning
in the 36-48 month range in outcome two at
home, child care and in all other settings he
participates in. He occasionally has angry
outbursts and has trouble calming himself. What
is his rating in outcome two?
Practice Time!
Child is 58-months old and is displaying some
functional behaviors in the 4-5 yrs. age range. He
displays these behaviors only in the home setting.
He does not display these behaviors in other settings
such as school, the library or swimming lessons. He
also displays numerous behaviors that are in the 3-4
yrs. age range.
Practice Time!
Child is 24 months old and displays functional behavior
at the 6 month level in all areas of development.
Practice Time!
Child is 26 months old and is consistently displaying behaviors in
the 24-28 month age range at home, in child care and other
settings. There are concerns about his behavior in child care.
He refuses to ask for things he wants and takes what he wants
from others even though he has the vocabulary to ask or
request. When a child takes his toy, he drops to the floor
kicking and screaming. This behavior is not observed in the
home while interacting with his older brother.
Section Five:
The Child Outcomes Rating Process
Objective Five: Apply the Child
Outcomes rating process with
fidelity to accurately rate a child.
64
Best Practices in the Rating Process
•
•
•
•
•
•
•
•
•
Team decision making process
Always include parent/caregiver input
Looking at functional behavior
Behavior across settings
Reference an assessment tool to determine AE-IF-F
Use the Decision Tree and Bucket List in rating process
Include cultural considerations when rating
Do not lower rating for use of adaptive equipment
Do not adjust for prematurity
65
Video Example Rating Process
66
Rating Practice
1. Working in small groups at your table, review
the child rating worksheet completed
previously.
2. Rate child in all three outcome areas.
3. As you are rating, discuss and record your
evidence for why you are rating the child the
way you did.
67
Completing the COSF
Outcome
Outcome One –
Positive Social
Emotional Skills
Relevant Evidence
No A-E functioning. Plays next to children, observes but
does not initiate play – Foundational Level. Comfortable
socializing with grandparents and some adults at EHS but
not other children.
Outcome Two –
Functioning primarily at IF level e.g. follows 1-2 step
Acquisition & Use of direction, uses 1-2 word sentences. Doing one thing at A-E
Knowledge & Skills
level (7-9 piece puzzle but that is all). Not consistent across
settings - listens to book with grandparents but not as long
at school.
Outcome Three –
Appropriate Action
to Meet Needs
68
Including Parents in the Rating
Process?
• Functional Assessment Process (gathering
information on child’s everyday functioning)
– Parents always included
• Decision Making Process (rating of the child)
– Use professional judgment
• Is the parent emotionally prepared and/or how much is
the parent aware of child development?
• What words do you use? Do you share the ratings?
69
Resource for Parents
An Introduction
to Child Outcomes
70
Team Discussion - Reflection on Rating Practices
•
Reflect on your current practices:
–
–
–
–
–
–
–
Are you using a team decision-making process?
How do you include parent/caregiver input?
Are you looking at functional behavior?
Are you considering the child’s behavior across settings?
Are you referencing an assessment tool?
Are you using the Decision Tree and Bucket List in the rating process?
Are you considering the unique culture of the child/family?
•
What are you doing well?
•
What might you need some improvement or additional focus?
•
How does your team stay grounded in typical development?
Record your thoughts on your Action Planning Guide
71
Section Six:
Data Accuracy & Using the Data
Objective Six: Analyze current rating
patterns for accuracy.
72
From Ratings to Summary Statements
Entry/Exit
1-7
Progress
Categories
Summary
Statement’s
A-B-C-D-E
1&2
73
Progress categories
Please refer to handout “Child Outcomes Data Conversion”
Percentage of children 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 sameaged peers
e. Maintained functioning at a level comparable to same-aged
peers
74
Summary Statement #1
Please see handout – “Summary Statements for Target Setting
1. Of those children who entered the program below
age expectations in each Outcome, the percent who
substantially increased their rate of growth by the
time they exited the program.
c + d___
a+b+c+d
76
Summary Statement #2
2. The percent of children who were functioning
within age expectations in each Outcome by the
time they exited the program.
d + e__
a+b+c+d+e
77
Quality Data
= Meaningful Summary Statements!
Quality Data is:
– Complete: Do you have ratings for all the children
you should?
– Accurate: Are they rated accurately?
78
Predicted Pattern – Entry Rating Distribution
Children will differ from one
another in their entry
scores in reasonable
ways (e.g., fewer scores
at the high and low
ends of the distribution,
more scores in the
middle).
Rationale:
Evidence suggests EI and
ECSE serve more mildly
than severely impaired
children (e.g., few
ratings/scores at lowest
end). Few children
receiving services would
be expected to be
considered as functioning
typically (few
ratings/scores in the
typical range).
79
7-Point Rating Scale
Please refer to handout – “The Bucket List”
1
2
3
4
5
6
7
•Child does not yet
show functioning
expected of a child
his or her age in
any situation.
•Child’s functioning
does not yet
include
immediate
foundational skills
upon which to
build ageappropriate
functioning.
•Child functioning
reflects skills that
developmentally
come before
immediate
foundational skills.
•Child’s functioning
might be
described as like
that of a much
younger child.
•Child occasionally
uses immediate
foundational skills
across settings
and situation.
More functioning
reflects skills that
are not immediate
foundational than
are immediate
foundational.
•Child does not yet
show functioning
expected for a
child of his or her
age in any
situation.
•Child uses
immediate
foundational
skills, most or all
of the time, skills
upon which to
build ageappropriate
functioning.
•Functioning might
be described as
like that of a
younger child.
•Child shows
occasional ageappropriate
functioning across
settings and
situations. More
functioning is not
age-appropriate
than ageappropriate.
•Child shows
functioning
expected for his or
her age some of
the time and/or in
some settings and
situations. Child’s
functioning is a
mix of ageappropriate and
not ageappropriate
behaviors and
skills.
•Childs functioning
might be
described as like
that of a slightly
younger child.
•Child’s functioning
generally is
considered
appropriate for
his or her age but
there are some
significant
concerns about
the child’s
functioning in this
outcome area.
These concerns
are substantial
enough to suggest
monitoring or
possible additional
support.
•Although ageappropriate, the
child’s functioning
may border on not
keeping pace with
age expectations.
•Child shows
functioning
expected for his or
her age in all or
almost all
everyday
situations that are
part of the child’s
life. Functioning is
considered
appropriate for
his or her age.
•No one has any
concerns about
the child’s
functioning in this
outcome area.
83
District & County Data Available Today
Counties – Data from analytic calculator
showing Progress Categories, Summary
Statement Percentages, and Entry/Exit Rating
Graphs.
Districts – Charts with 2012-13 Exit Rating
Distribution by Disability, and 2013-14 Entry
Rating Distribution by Disability.
84
Sample from Progress Calculator
85
Sample from Progress Calculator
86
Team Data Discussion: Questions to Consider
• What do you notice about your data?
• What is your data telling you?
• What questions do you have when you look at
your data?
• Is it what you would expect to see? Why, why
not?
• Do the ratings appear to accurately reflect the
children who exited in 2012-2013?
87
Next Steps – Final Action Planning
Infrastructure
Leadership
Staff
Competence
Team Meeting
Time for Rating
Process
Leadership
Understanding
and Support
More Training
Typical Child
Development
Implementing
New IFSP
Structured in 3
Outcomes
Run Data Reports
and Share with
Team on Regular
Basis
More Practice in
How to have
Conversation with
Families
Implementing
Ongoing
Assessment Tool
Recognize and
Support Team
Time
Training in
Ongoing
Assessment and
Use of Tool
Objective Seven:
Appraise current IFSP or
IEP process to identify
areas for possible
improvement in
obtaining quality child
outcome data.
Viewing Children
More Functionally
88
Action Planning Guide
• Highlight the top three priorities for you or
your team.
• Tear off the white copy of your Action
Planning Guide and drop off on your way out.
89
Wrap-Up
In your teams create a 2-3 sentence statement
that summarizes the intent or purpose of this
indicator that can be shared with your
families, team and stakeholders. (Please record on
the “Purpose Statement” in your vinyl folder and drop off on
your way out.)
90
Thank You
for Your
Participation
Today
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