Transcript 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,

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 the
connections among:
Functional
Assessment
• Functional Assessment
• Developing meaningful
IFSP Outcomes and
IEP Goals
3 Global
Child
Outcomes
Meaningful
IFSP Outcomes
and IEP Goals
• Measuring the 3 global
child outcomes
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Session Outline
SECTION 1
Setting the Context
SECTION 2
Functional Assessment
SECTION 3
Integrating Functional Assessment and
Outcome Measurement with IFSP
Outcomes/IEP Goals
SECTION 4
Functional, High Quality IFSP Outcomes
and IEP Goals
SECTION 5
IFSP Strategies to Meet Outcomes and IEP
Objectives to Meet Goals
SECTION 6
Applying the Information: Practical
Learning Experience
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SECTION 1
___________________________________________________________
Setting the Context
• How Children Learn
• Mission, Goals and Outcomes of Early
Intervention and Early Childhood Special
Education
How Children Learn
• Natural learning opportunities
• Every day routines and
activities of children and
families
• Within family and community
life
Dunst, C. J., Bruder, M. B., Trivette, C. M., Raab, M., &
McLean, M. (2001). Natural learning opportunities for
infants, toddlers, and preschoolers. Young Exceptional
Children, 4(3), 18-25. (Erratum in Young Exceptional
Children, 4(4), 25)
Shelden, M. L., & Rush, D. D. (2001). The ten myths
about providing early intervention services in natural
environments. Infants & Young Children, 14(1), 1-13.
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Context for Learning:
Child Interest and Competence
Interests
Exploration
and Mastery
Learning
Activities
Engagement
Competence
Dunst, C. J., Herter, S., & Shields, H. (2000). Interest-based natural learning opportunities. Young Exceptional Children
Monograph Series No. 2: Natural Environments and Inclusion, 37-48.
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Interest-based Learning
Children’s interests
influence:
•Participation in activities
•Level of engagement in activities
•Amount of practice of new skills
•Development of new
competencies
•Sense of mastery
Raab, M. (2005). Interest-based child participation in
everyday learning activities. CASEinPoint, 1(2).
Retrieved from http://www.fippcase.org/index.php
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Defining Engagement
“…amount of time
children spend
interacting
appropriately with
their environment.”
McWilliam, R.A. (April, 2010). Enhancing Services in Natural
Environments [webinar]. Retrieved from
http://www.ectacenter.org/~pdfs/calls/2004/partcsettings/mcwilliam.p
df
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Engagement of Children with Disabilities
“Children with
disabilities spend more
time non-engaged (e.g.,
wandering around,
crying or waiting) than
do their typically
developing peers.”
McWilliam, R.A. (n.d.) Engagement. Siskin Children’s Institute.
Retrieved August 2012 from http://www.siskin.org/www/docs/112.181
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Practice for Children with Disabilities
• Research on young children with disabilities tells
us they need even more practice: twice as
much for 50% delay, etc.
• They need opportunities to learn – in context
(walking on rugs and yards and gravel);
instruction, coaching and most of all. . .
practice!
Mahoney, G. (2008). The critical role of practice in the early childhood curriculum. Presentation at South Carolina Early
Intervention Conference for Families and Providers.
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Children Learn
through Incredible Amounts of Practice!
• The amount of a toddler’s
experience with walking is
the only predictor of
improved proficiency
• Toddlers practice walking for
more than 6 hours daily
• Average 500 – 1500 steps
per hour
• 9000 steps per day (length of
29 football fields!)
Adolph, K. E., Vereijken, B., & Shrout, P. E. (2003). What Changes in
Infant Walking and Why. Child Development, 74(2), 475-97.
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Mastery
Mastery of functional skills occurs
through high-frequency,
naturally occurring activities in a
variety of settings that are
consistent with family and
community life.
Shelden, M. L., & Rush, D. D. (2001). The ten myths about providing
early intervention services in natural environments. Infants & Young
Children, 14(1), 1-13.
Dunst, C. J., & Bruder, M. B. (1999). Family and community activity
settings, natural learning environments, and children’s learning
opportunities. Children’s Learning Opportunities Report, 1(2).
Dunst, C. J., Bruder, M. B., Trivette, C. M., Hamby, D., Raab, M., &
McLean, M. (2001). Characteristics and consequences of everyday
natural learning opportunities. Topics in Early Childhood Special
Education, 21(2), 68-92.
Dunst, C. J., Bruder, M. B., Trivette, C. M., Raab, M., & McLean, M.
(2001). Natural learning opportunities forinfants, toddlers, and
preschoolers. Young Exceptional Children, 4(3), 18-25. (Erratum in
Young Exceptional Children, 4(4), 25)
Dunst, C. J., Hamby, D., Trivette, C. M., Raab, M., & Bruder, M. B.
(2002). Young children's participation in everyday family and
community activity. Psychological Reports, 91, 875-897.
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Keys to Development
• Child’s opportunities to practice are increased when
parents/caregivers/teachers:
– select everyday activities that are interesting to the
child or foster situational learning
– are responsive to a child’s play
• Without adequate practice to master a fundamental skill,
a child cannot move to the next developmental level
• It takes the time it takes!
Mahoney, G. (2008). The critical role of practice in the early childhood curriculum. Presentation at South Carolina Early
Intervention Conference for Families and Providers.
Raab, M. (2005). Interest-based child participation in everyday learning activities. CASEinPoint, 1(2). Retrieved from
http://www.fippcase.org/index.php
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Services Focus on Successful Participation
• Services should strengthen family and
caregivers capacity to use multiple routines and
activities as learning opportunities
• Successful participation = learning and practice
= mastery of skills
• Services should also help families and
caregivers figure out how to address challenging
activities by improving the child’s skills, making
adaptations so s/he can be more successful
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Parents and Caregivers Influence Learning
• What happens between intervention visits is
most critical for learning
• The consistent adults in a child’s life have the
greatest influence on the child’s learning and
development – not providers/teachers
• All families/caregivers have strengths and
capabilities that can be used to help their
child develop and learn
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Supporting Parents and Caregivers
•
Shares knowledge and resources
with a child’s key caregivers
through adult-to-adult
relationships
•
Family members are supported in
their day-to-day responsibilities of
caring for their child
Hanft, B. (April, 2010). Enhancing Services in Natural Environments [webinar]. Retrieved from
http://www.ectacenter.org/~pdfs/calls/2004/partcsettings/hanft.pdf
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Goals of Early Intervention and Early
Childhood Special Education
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 from http://www.ectacenter.org/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.ectacenter.org/~pdfs/topics/families/Finalmissionandprinciples3_11_08.pdf
•Seven Key Principles Looks Like/Doesn’t Look Like
http://www.ectacenter.org/~pdfs/topics/families/Principles_LooksLike_DoesntLookLike3_11_08.pdf
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Goal of Preschool Special Education
The overarching goal of preschool special
education is to enable young children to be
active and successful participants in home,
school and community settings resulting in
positive outcomes for children and their
families
•Key Principles Underlying the IEP Process: Supporting Family
Participation, Inclusive Practices and Positive Outcomes for Preschool
Children with Disabilities, 2012 (Workgroup on Principles and Practices
for the IEP Process). http://www.ectacenter.org/~pdfs/knowledgepath/ifspoutcomesiepgoals/Key_Principles_IEP_Process.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
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Which global child outcome
do these IFSP outcomes support?
• Walker will greet friends at story time at the
library.
• Marcus will play in the backyard getting around
on his own using his walker.
• Kamika will sleep through the night.
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Which global child outcome
do these IEP goals support?
• Mattie will play by selecting a toy, trying new
ways to play with it, or exploring other toys for
5 minutes at a time at least once each day.
• When given two items or tasks, Nathan will
choose by reaching for the object or picture he
wants 3 out of 4 times during play and
mealtime each day.
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Which global child outcome
do these IEP goals support?
When asked what he
wants, Nathan will use
words and/or gestures,
(including refusals, such
as ‘no’ shaking his
head, or ‘don’t like it’) to
convey needs and
wants most of the time
(4 out of 5 times)
throughout his routines
and activities each day.
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Developing
High-Quality,
Functional
IFSP Outcomes
and IEP Goals
Group Reflection
on Functional IFSP Outcomes/IEP Goals
and the Global Child Outcomes
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Family Outcomes
Part C
Part B Section 619
• Percent of families
participating in Part C who
report that EI services have
helped the family
• Percent of parents with
children receiving special
education services who report
that school facilitated parent
involvement as a means to
improve services and results
for children with disabilities
– Know their rights
– Effectively communicate
their children’s needs
– Help their children develop
and learn
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Integrating Outcome Measurement
into IFSP/IEP Process
• The IFSP/IEP 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)
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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 or IEP 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 ECTA Center’s
Outcomes Measurement page at http://www.ectacenter.org/eco
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