Transcript PowerPoint - 2015 Early Childhood Inclusion Institute
Integrating the Child Outcomes into the IFSP Process
Anne Brager, VA Part C Program Sherri Britt Williams, NC Part C Program Kathi Gillaspy, ECTA Center
May 22, 2014 2014 Inclusion Institute
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Why Integrate Outcomes?
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Goal of Early Intervention
For children
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, preschool or school programs, and in the community
For families
to enable families to provide care for their child and have the resources they need to participate in their own desired family and community activities The Early Childhood Outcomes Center (2005). Family and Child Outcomes for Early Intervention and Early Childhood Special Education. Retrieved August 2012. From http://www.fpg.unc.edu/~eco/assets/pdfs/ECO_Outcomes_4-13-05.pdf
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Mission of Early Intervention Services
Part C early intervention builds upon and provides supports and resources to assist family members and caregivers to enhance children’s learning and development through everyday learning opportunities.
• Mission and Key Principles of Early Intervention Services http://www.nectac.org/~pdfs/topics/families/Finalmissionandprinciples3_11_08.pdf
• Seven Key Principles Looks Like/Doesn’t Look Like http://www.nectac.org/~pdfs/topics/families/Principles_LooksLike_DoesntLookLike3_11_08.pdf
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3 Global Child Outcomes
1) Positive social emotional skills (including positive social relationships) 2) Acquisition and use of knowledge and skills (including early language/communication and for preschool, literacy) 3) Use of appropriate behaviors to meet their needs 5
Integrating Outcome Measurement into IFSP Process
• The IFSP Process plans supports and services to address priorities and to support successful participation in daily activities • Individual outcomes or goals for each child build on his/her interests/skills and reduce barriers to successful participation in daily learning opportunities • Through participation – all children learn (interest-based learning, practice and independence) 6
Making the Connection: Using Functional Assessment
Functional assessment is the
means by which we accomplish an integrated process
, including developing individual outcomes/goals as well as determining the rating for each of the three global child outcomes.
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The Right People, the Right Situation, the Right Time
• Why not complete the Child Outcome Summary (COS) rating while talking about the child ’ s functioning and development?
• Providers who are integrating the outcomes work, suggest that the completing the COS rating at the IFSP meeting to summarize the assessment results is a natural and enriching conversation • Outcomes and goals become more functional – routine and activity based For more information about integrating outcomes into the IFSP/IEP process, please visit the ECO website at www.the-eco-center.org
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Integrating Outcomes Measurement: Focus and Purpose
Integration – Outcomes and IEP Processes
• Not just about creating a more seamless process…not just details and how • Critical to the picture of what we are all trying to accomplish
Disconnect?
• States accountable for….
• Programs working toward….
• Providers focus on….
• Children achieve….
Alignment Across Levels
• States accountable for….
• Programs working toward….
• Providers focus on….
• Children achieve….
Ultimate Goals for EI and ECSE
For children:
“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, preschool or school programs, and in the community.”
Based on the ECO stakeholder process when identifying 3 functional outcomes
What is the Framework Guiding Our Thinking?
• Providers always bring some kind of framework for taking information about the skills a child currently uses and planning where they want to see the child go next • Are these guiding ideas explicit or unspoken? • Are they using a unified framework or multiple frameworks?
Examples of Guiding Frameworks
• The items on a specific assessment tool • A milestone checklist or series of skills to learn based on a provider’s specialty area • A specific curriculum, with assessment identifying starting point • Whatever the family wants Early Childhood Outcomes Center
The 3 Outcomes as a Guiding Framework
The 3 functional outcomes can be a framework, a lens, for viewing child functioning and planning intervention
Global Outcomes =
Having positive social relationships Taking appropriate action to meet needs Acquiring and using knowledge and skills
Why Use the Outcomes??
• Socially validated – reflect what we are trying to achieve • Functional • They’re integrated – emphasize the whole child • Flexible – not wedded to one particular assessment, curriculum, or level of child functioning
What Might It Look Like? Assessment
What does our assessment tell us about the child’s functioning in each outcome area across settings and situations? • Organizer for planning breadth and type of assessment approaches needed and who should be involved in it • Organizer for writing or sharing results • Produces information for outcomes and planning
Assessment Global Outcomes =
Having positive social relationships Taking appropriate action to meet needs Acquiring and using knowledge and skills
What Might It Look Like?
IEPs
Planning IEP goals: • Has the team considered how to write individualized outcomes that continue help the child progress in each of the 3 outcome areas?
• Will the individualized goals written support effective participation (overarching goal)?
• With global outcomes as an organizer for where we want the child to go, use of discrete, domain specific objectives won’t make sense.
IEP Development Global Outcomes =
Having positive social relationships Taking appropriate action to meet needs Acquiring and using knowledge and skills
IEP Development Global Outcomes =
Having positive social relationships Taking appropriate action to meet needs Acquiring and using knowledge and skills
What Might it Look Like?
Intervention
Global Outcomes = Intervention
Having positive social relationships Taking appropriate action to meet needs Acquiring and using knowledge and skills
What Might it Look Like? IFSP/IEP Review
Global Outcomes = IEP Review
Having positive social relationships Taking appropriate action to meet needs Acquiring and using knowledge and skills
Benefits
• More understandable, measureable individualized IFSP outcomes • Families can tell when their children are achieving desired outcomes • Reinforces the assessment and planning cycle • Improves practice • Supports progress in the overarching areas that are central to early intervention Early Childhood Outcomes Center
Army EDIS
Virginia
• Option to integrate narratives from initial training in Jan/Feb 2007. • In 2011, identified need to update training materials.
– Group of LSMs, providers, state TA, state staff – Training wasn’t enough – it was philosophical shift that was needed 30
Integrating the Child Indicators in Virginia
Understanding that the 3 child indicators serve as the foundation for the full EI process Understanding that information related to the 3 child indicators begins at referral and continues throughout the EI process Introduced new Indicator Statements Introduced a new IFSP format for writing ASP narratives
Virginia’s Integration of Child Outcomes into IFSP Process
• Quality Practices provided the foundation of VA’s integration • Focus was on process not changes to the IFSP form • Consistent framework statewide 32
Keys to Successful Implementation
• Early Implementers chosen from regions across the state • Quality Practices aligned with Virginia’s IFSP process • Each component rolled out one month at a time Infant & Toddler Connection of Virginia 33
Regular Meetings with Ongoing Assessment
Infant & Toddler Connection of Virginia 34
Functional narrative related to the specific indicator Functional narrative related to the specific indicator Indicator Statement Indicator Statement
The “Book” Guiding Questions Indicator Statements Feedback on Narratives
Getting From Domains to Indicators
Feedback on Narratives
Infant & Toddler Connection of Virginia • Feedback provided to each system on 2-3 IFSPs per month • Feedback also provided to each system statewide before full statewide implementation 39
Connecting the Dots in Virginia
• Replaced state principles with national 7 Key Principles • Child Outcomes Gone Awry: Putting the Pieces Together trainings http://www.youtube.com/watch?v=BoTuVtijx34 • Statewide Coaching Initiative • Connection of Key Principals Visuals Infant & Toddler Connection of Virginia 40
Connecting the Dots- the what, the why and the how
Infant & Toddler Connection of Virginia 41
Infant & Toddler Connection of Virginia 42
Local Uses of QP in Virginia
• Initial and follow-up self assessment • Electronic Health Record • TA’s use it to orient new local system managers • LSM’s use it for orientation and training Infant & Toddler Connection of Virginia 43
Local Uses of QP in Virginia
• Single Point of Entry and service coordinators use it to explain EI and introduce child and family outcomes • Some LSMs use it as an observation and feedback tool for staff and contractors • Focused trainings based on outcomes results 44 Infant & Toddler Connection of Virginia
Child Indicator Guiding Questions
Essential Components/Next Steps
Essential Components: • Feedback • Not a one time training Next Steps: • Continue to connect the dots • Explore formal integration of family outcomes • Coordinate this work with the SSIP
Integrating Child Outcomes With the IFSP Process North Carolina’s Journey
Graphic developed by: Maryland State Department of Education Division of Special Education/Early Intervention Services Early Childhood Intervention and Education Branch June 2011
Exploration
• Articulate Desired
Changes/Results
• Compare
Approaches
• Explore
Implementation
• Conduct Public
Awareness
• Move On To
Installation
Stages of Implementation
Installation
• Secure Leadership
Support
• Develop a
Communication Plan/Message Materials
• Build
Implementation Team
• Determine System
Supports
• Build Training &
Technical Assistance Capacity
• Develop an
Implementation Plan
• Move on to Initial
Implementation Initial Implementation
• Implement
Training & TA
• Implement an
Integrated IFSP and COM Process
• Support
Reflection & Use of Feedback Loops
• Adapt and Adjust
Infrastructure to Support Practices
• Evaluate Fidelity
and Quality of Initial Efforts
• Make Changes to
Support Sustainability Full Implementation
• Maintain &
Improve Skills and Practice
• Maintain
Infrastructure for Data Collection and Monitoring
• Assess
Implementation of Integrated Process
• Create
Organizational Structures to Support Integrated Process
• Take Action to
Ensure Sustainability
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Exploration Phase
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Exploration Phase Understanding how child is functioning compared to age expectations Gaining confidence in ability to observe child & share observations with others Learning to track and celebrate progress Being active in IFSP discussions and development of IFSP outcomes Relating evaluation and assessment results to child outcomes and discussing as a team, including the parent/caregiver Keeping focus on how child functions during everyday situations and routines Improving inter rater reliability Planning interventions to impact child outcomes Discussing with family how observations and interventions relate to child outcomes Discussing progress within the context of child outcomes and how child is functioning compared to age expectations Helping local programs use child outcome data to inform local decisions about practice, including improvement planning Providing families and other stakeholders information about statewide child outcomes data and how it is used to inform statewide planning
Installation Phase
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Installation Phase
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Initial Implementation Stage
Staff Team Meetings Individual Supervision
Implementation Team
State Leadership/ Support 54
Initial Implementation Stage
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Essential Components
Dedicated State Level TA and Support Local Implementation Teams Communication and Feedback Loops Practice Time Evaluation of Fidelity and Quality Reviewing and Revising
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Key Resources
Virginia’s Child Indicators Booklet Maryland’s Family Worksheet Decision Tree (adapted) Guide to Documenting Global Outcomes Ratings (adapted) PACER Center’s Family Guide to Participating in the Child Outcomes Rating Process 57
Time to get your feet wet!
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Integrating Outcomes Resources
• ECTA Website - Outcomes Measurement – Integrating Outcomes into the IFSP
http://ectacenter.org/eco/pages/integration.asp
Considerations for Implementation Flow charts and activities Training resources State resources and sample IFSPs • Integrating Outcomes Learning Community:
http://ectacenter.org/eco/pages/learning_comm.asp
Monthly calls Secure website Face to face meeting at conferences 59
Integrating the Child Outcomes into the IFSP Process Contact Information
Anne Brager, VA Part C Program
Sherri Britt Williams, NC Part C Program
Kathi Gillaspy, ECTA Center
May 22, 2014 2014 Inclusion Institute
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