Pacific TA Meeting: Quality Practices in Early Intervention and Preschool Programs 1.

transcript

Pacific TA Meeting: Quality Practices in

Early Intervention and Preschool Programs1

Overview to Developing Functional IFSPs/IEPS

Anne Lucas, Caroline Magee, Chris Case, Joicey HurthAnne Lucas, Caroline Magee, Chris Case, Joicey Hurth

•Gain information and resources on the IFSP/IEP processes and practice writing functional outcomes and goals

• Setting the Context – Key Principles • IFSP/IEP Process: Using Information to

Develop Functional IFSPs/IEPs • Writing Functional IFSP Outcomes/IEP

Goals • Putting it all together – Kim’s case study

Group Discussion

What Challenges do you have in writing functional IFSP outcomes

and IEP goals?”

Setting the ContextSetting the Context

Paradigm Shift

MODELS:•Treatment •Expertise •Deficit-based •Service-based•Professionally-centered•Segregated setting

MODELS:•Promotion•Capacity-building•Strengths-based•Resource-based•Family-centered •Inclusive settingACCOUNTABILITY:•Focus on Outcomes

Traditional NEW

First Six Years of Life

• Most important time in human development

• Critical for environments that children normally participate in to enhance learning and development

How Children Learn

Children learn and develop best when:• Participating in natural learning opportunities

that occur in everyday routines and activities of children and families and as part family and community life

• Interested and engaged in an activity, which in turn strengthens and promotes competency and mastery of skills.

(Dunst, Bruder, Trivette, Raab & McLean, 2001;

Shelden & Rush, 2001)

Learning Activities

Interests

Exploration

and MasteryEngagement

Competence

Context for Learning: Child Interest and Competence

(Dunst, Herter & Shields, 2000)

Interest-based Learning

• Children’s interests influence:Participation in activities Level of engagement in activities Amount of practice of new skillsDevelopment of new competenciesSense of mastery

(Raab, 2005)

Engagement

•Defined as: “Amount of time children spend interacting appropriately with their environment”

(Scott and McWilliam, 2003)

Engagement

•The more a child is engaged, the more positive the outcomes in:Behavior Developmental progressCommunicationProblem solvingDevelopmental progressInteracting with others

(McWilliam and Casey, 2010; Raab, 2005)

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 & Rush, 2001; Dunst & Bruder, 1999; Dunst, Bruder, Trivette, Hamby, Raab & McLean, 2001; Dunst, Bruder, Trivette, Raab & McLean, 2001; Dunst, Hamby, Trivette, Raab & Bruder, 2002; McWilliam, 2004)

Children with Disabilities

•“Children with disabilities spend more time non-engaged (e.g., wandering around, crying or waiting) than do their typically developing peers”

(Scott and McWilliam, 2003)

Children with Disabilities Need More Learning Opportunities / Practice

• Mahoney’s (2008) 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!

Children Learn through Staggering Amts of Practice!

• The amount of a toddler’s experience with walking is the only predictor of improved proficiency

• Walking infants practice for more than 6 hours/daily

• Average 500 – 1500 steps per hour• 9000 steps per day (length of 29 football fields!)

(Adolph, et. al., 2003)

Parents and Caregivers: Keys to Development

• Child’s opportunities to practice are increased when parents/caregivers/teachers: select everyday day activities that are interesting to the

child or foster situational learning are responsive to children’s play increases (Mahoney, 2008; Raab, 2005)

• Without adequate practice to master a fundamental skill, a child cannot move to the next developmental level (Mahoney, 2008)

• “It Takes the Time It Takes!” Parelli, 2010)18

• 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

• 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

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, 2004)

THE EXPERT

The Practitioner

PARADIGMS

How early intervention and early childhood special education is provided, not just where, is key

Providing services in

the home or community

setting (integrated

setting)

child learning and participation in

everyday activities and activities

(Jung, 2003)

DOES NOT guarantee

“Inclusive, play-based, developmentally appropriate programs

produce more engagement than do disability-only,

highly structured, traditional special-education programs”

(McWilliam and Casey, 2010)

Diapering + feeding + playing

20 everyday activities

Learning Opportunities

2000 times by age 1

40,000 learning

opportunities (Dunst, 2001)

2 hrs. therapy 2 % of waking hrs.

• Survey data on parents reporting the helpfulness of early intervention providers indicate: 96% of the parents having one provider rated

him/her as helpful 77% of the parents having two providers rated

them as helpful 69% of parents having three or more providers

rated them as helpful (p<.001). (Dunst & Bruder, 2004 Findings from National Survey of Service

Coordination in Early Intervention (Research and Training Center on Service Coordination)

• Visits provided too frequently can be disempowering or send the message that the parent is not competent

(Jung, 2003; Dunst, 2004)

• Frequency is determined jointly with family members, and based on: Their comfort and confidence to implement agreed upon

strategies throughout the course of their day The child’s developmental changes and progress on

outcomes/goals

1. Community of Practice on Natural Environments• Reaching Consensus on Early Intervention Principles • Compiling Learning from Research and Model

Development and Validation Projects • Describing the Agreed Upon Practices

2. Think Tank on Integrating Outcomes into the IFSP and IEP Processes

Part C:• Mission and Key Principles of Early Intervention Services • Seven Key Principles & Looks Like/Doesn’t Look Like• Agreed Upon Practices For Providing Early Intervention Services

In Natural Environments www.nectac.org/topics/families/families.asp

• Integrating Child Outcomes Measurement into an Effective IFSP Process -based upon the Agreed Upon Practices document. http://www.fpg.unc.edu/~eco/pages/integration.cfm

Preschool Special Education:• Integrating Child Outcome Measurement with the

Individualized Education Program (IEP) Process: Implementation Rating Scale http://leadershipmega-conf-reg.tadnet.org/uploads/file_assets/attachments/281/original_Integrating_outcomes_IEP_rating.pdf?1280240466

The IFSP/IEP Process: The IFSP/IEP Process: Using Information to Using Information to Develop Functional Develop Functional

IFSPs and IEPsIFSPs and IEPs

Integrated Outcomes – Individualized Integrated Outcomes – Individualized Family Service Plan (IFSP) ProcessFamily Service Plan (IFSP) Process

Intake and Family

Assessment Identification and Referral

Receive referral Collect information on

referral form including reason(s) for referral and results of screening or assessment, if applicable

Establish child record

Gather family’s concerns and general information about child following procedures dictated by service delivery model (dedicated versus integrated service coordinator)

Use 3 global outcomes as organizing framework for first conversations with family (“how does he get along with his brothers and

sisters?”)* Discuss reasons for referral,

triggering probes for child’s functioning in the 3 global outcome areas

Provide general information about program

Share program brochure describing vision of program and information about 3 global outcomes and family outcomes

Determine family’s interest in accessing program services and scheduling initial visit

Schedule initial visit with family (confirm in writing) Determine need to conduct screening Determine need for surrogate parent and/or

interpreter Acknowledge referral in writing with referral

source

Conduct screening, if appropriate; Explain program in detail, communicating purpose

of program as well as child and family outcomes to be measured

Determine with family if they wish to have child evaluated and assessed

Provide and explain rights; Obtain written parent consent for

evaluation/assessment of child and request/release of information forms

Provide prior notice for evaluation

Request existing developmental and medical information

Child Evaluation and Functional Assessment

Gather information about child and family, incorporating 3 global outcomes

Use outcomes framework to think about child’s functioning, discussing everyday routines and activities of child and family

Use information gathered at intake to help determine evaluation team

Gather and document information about the child’s functioning through naturalistic observation

Gather information about family concerns and priorities for their child and family

Gather information about family resources to assist in addressing priorities and concerns

IFSP Development

Determine if child is automatically eligible (diagnosed condition)

Determine necessary evaluation and assessment to identify child’s developmental status and unique needs in each developmental area

Ensure sharing, continuity of information gathering, and coverage of 3 global outcomes

Determine composition of evaluation and assessment team

Schedule evaluation and assessment with team and family at place and time convenient for family

Provide parental prior notice/rights Prepare family and coordinate team

preparation for evaluation/ assessment

Team, including family, conducts evaluation and assessment, determines eligibility, and provides parental prior notice/rights on eligibility decision. Evaluation and eligibility assessment(s)

should guide IFSP development Embed functional authentic assessment into

conversations with families Build upon intake information Probe for functioning in 3 global outcomes Probe for functioning in daily routines Probe for functional information on PLODs

by domain Facilitate and document observation of child

in natural environment Document the child’s functioning in 3

outcomes through narrative (and COSF culminating statements)

Provide family with parental prior notice/ rights for initial IFSP meeting and prepare family for meeting

IFSP team, including family, meets to develop IFSP including: Review parents’ priorities

and concerns Summarize present levels of development functionally

Describe how child uses skills in the 3 global outcomes areas

Based on all information already gathered, review COSF culminating statements which correlate with ratings

Establish functional and measurable individual child & family outcomes

Identify strategies Identify necessary services and timelines to begin services

Service Delivery and Transition

Provide notice/procedural safeguards for agreed upon services. Parents provide consent for IFSP services (signing IFSP)

Ensure that service providers implement timely IFSP services

Coordinate ongoing service provision and ensure timely IFSP reviews /annual IFSP meeting to modify IFSP (including notice/rights)

Provide parental prior notice/rights and coordinate timely transition conference

Coordinate developing transition plan

Ensure LEA notification Obtain consent for

release of information to LEA or appropriate entity

Ensure implementation of transition plan to ensure smooth transition

Provide transition follow-up

Provide notice/ procedural safeguards to discontinue services

Close child record Complete exit COSF

Implement timely services for which consent was provided

45 days

Integrated Outcomes – Individual Integrated Outcomes – Individual Education Planning (IEP) ProcessEducation Planning (IEP) Process

Child in Early Intervention - Transition

Identification and Referral

Request and review existing developmental & medical information, including Part C exit COSF

Child Evaluation and Assessment

Provide notification to LEA of child potentially eligible for Part B service (near age 2)

With parental consent, schedule transition planning conference for child potentially eligible for Part B

Ensure transfer of records occurs; if not effort must be made to get the info needed.

o IFSP o assessment reports o exit COSF (+ related

Ensure Part C exit COSF is considered in entry to Part B

NECTAC, 2010. *The three outcomes to be measured for federal reporting purposes will be referred to as the “3 global outcomes” throughout, to distinguish them from an individual child’s IFSP outcomes.

Text in red font indicates outcomes measurement steps; black font indicates IEP steps

IEP Development

Gather parent concerns. Probe for information on concerns in the three outcome areas.

Determine evaluations and information needed to establish if child is a child with a disability

Determine academic, developmental and functional needs of the child

Schedule evaluation at mutually agreeable time & place with family

Provide prior notice & procedural safeguards upon request

Provide family prior notice & procedural safeguards upon request for initial IEP meeting

IEP team, including family, meets to develop IEP including: Documenting child’s

strengths and Present Levels of Educational Performance (PLEP)

Finalize COSF as IEP team discusses PLEP, adjusting as needed from earlier in process.

Determine age-anchoring for norm referenced tools; link to early learning standards [age-reference tools]

Parents’ priorities & concerns Establishing functional and

measurable goals Identifying strategies Determining necessary

services

Service Delivery

Family provides consent for IEP services

Ensure that IEP is implemented in a timely manner

Provide IEP services Monitor progress Document and share

child’s progress on the IEP goals and in the three global outcome areas with family regularly

Ensure timely annual IEP meeting (or when requested by family or LEA) to review and modify IEP

Procedural safeguards notice provided annually

Implement timely services for which consent was provided.

Family provides consent for evaluation (which generally begins evaluation timeline)

Receive referral or parental request for evaluation. Infuse information about 3 global outcomes into the processes of information gathering throughout child identification and referral.

Provide a written copy of procedural safeguards to parents

Conduct screening, if appropriate (may proceed directly to evaluation)

Explain program in detail. Describe process and purpose of the three outcomes. Clarify the difference between/among other uses of the term ‘outcomes’ (e.g. IFSP/ IEP outcomes).

Determine with family if they wish to have child evaluated for eligibility and services

Gather/ use existing assessment information from multiple sources, multiple settings (including preschool classrooms)

Ensure information gathered at this stage is made available for team to use for COSF rating (e.g. Part C info, parent referral to 619, pre-referral info, screening, etc)

Family and team attend transition planning conference;

Part B rights, eligibility, IEP process and possible service options explained to family

Coordinate development of transition plan

Determine family’s interest in accessing Part B services

Provide prior notice/rights on eligibility decision Ensure COSF is not completed too long after

entry to preschool classroom.

Team conducts evaluation/assessment. Embed functional authentic assessment into conversations with families.

Probe family for functional information on child. Describe present levels of functioning in functional ways so it can be used for IEP development and the COSF rating.

Document supporting evidence for COSF throughout assessment and evaluation process. Consider populating COSF as you go.

Determine eligibility

Key Steps: IFSP / IEP Process

Must Meet All Timelines

Gathering Information and IFSP Outcomes / IEP Goals

Understand how to gather information and conduct the functional assessment using evidence based-practices (asking right questions/probes)

Understand what’s working and challenging in everyday activities (child’s functioning across settings)

Understand how to use this information to develop IFSP outcomes/IEP goals

Believe that child learn best through participation in everyday activities

edgeSkills

Attitude

Using Information – IFSP/IEPUsing Information – IFSP/IEP

Info from IFSP/IEP process

Determine

Eligibility

Develop Outcomes/Goals

Select Routine

s, Activitie

s Settings

Develop Strategies/Objective

Determine People

and Resource

s (Services

Determine

Frequency and

Intensity

Determine Criteria

to Measure Progress

Family hopes

√ √

Family concerns priorities

√ √ √

Family resources

√ √ √ √

Child needs

√ √ √ √ √

Child strengths

√ √ √

Child interests

√ √ √ √

Behaviors in Settings

√ √ √ √ √

Desired activities

√ √ √ √ √ √

Gathering Information from Families/Caregivers

• To identify what’s challenging in everyday routines and activities (concerns) to assist parents and caregivers in identifying priorities for their child and family in: Determining the focus of functional assessment Developing IFSP outcomes and IEP goals

• To identify interests and what’s working in everyday routines and activities for use in developing outcomes / goals and strategies / objectives, and for planning service delivery

Informal Information Gathering

GATHER parent/caregiver information over time (starts at first contact); it evolves and initial information may be incomplete

REVIEW information previously shared by parents/caregivers during various steps of the process

CREATE climate in which parents/caregivers feels free to talk about child and family; listening is KEY

Informal Information Gathering

ADAPT conversation to meet each family’s/caregiver’s communication style

ASK family to share their “story” experiences with child and interests previous medical, health, or developmental

evaluation what’s working/what’s challenging priorities observations about child’s development

USE questions/probes when necessary

Sample Questions

Can you tell me about your day? What types of things happen on most

mornings? Afternoons? Nights? Weekends?

Where do you and your child spend time?

What types of things or activities do you and your child like to do (e.g., hiking, going on picnics, paying games at home)?

What things or activities do you and your child have to do on a regular basis (e.g., go to the store, give kids a bath, feed the horses, prepare meals, walk the dog)?

What are activities that you and your child have to do?

What are your child’s interests? What things does your child enjoy and what holds your child’s attention? (e.g., people, places, things such as toys, dog, being outside)

What makes your child happy, laugh and/or smile?

What routines and/or activities do your child not like? What makes this routine and/or activity difficult and uncomfortable for your child? What does your child usually do during the routine/activity?

Who are key family members, other caregivers, or important people who spend time with your child and in what settings does this occur?

Are there activities that you used to do before your child was born that you would like to do again?

Are there new activities that you and your child would like to try?

Are there any activities or places that you go (e.g., doctor’s appointments, visiting grandparents) that occur on a less regular basis (e.g., once a week)?

Questions: Identifying Child Interests

• What makes the child smile and laugh?

• What makes the child happy and feel good?

• What gets the child excited?• What are the child’s favorite

things to do?• What things are particularly

enjoyable and interesting to the child?

• What does the child choose to do most often?

• What does the child especially work hard at doing?

• What gets and keeps the child’s attention?

• What behaviors does the child particularly like to do?

• What “brings out the best” in the child?

• What gets the child to try new things?

(Dunst, Herter, and Shields, 2000)

Using Information to Develop Outcomes/Goals

• Start with parent’s/caregiver’s priorities about child’s learning/development and/or family’s needs (hopes for their child and/or family’s participation), not the interventionists’/teachers’ priorities

• Consider what’s working in everyday routines and activities

Using Information to Develop Outcomes/Goals

• Consider how the child’s skills or disability influences the child’s participation in everyday routines and activities

• Identify settings and naturally-occurring learning opportunities that occur throughout the day that are motivating and interesting to the child (and family) to promote incidental learning and practice of skills

Outcomes/Goals and Placement and Services

• Develop IFSP outcomes/IEP goals before identifying placement, services and supports

• Placement, services and supports are determined based on what is necessary to meet the outcomes/goals

Video Activity:Video Activity:

Nolan’s StoryNolan’s Story

Writing Functional Writing Functional

IFSP Outcomes and IFSP Outcomes and

IEP GoalsIEP Goals

IFSP Outcomes Requirements

• IFSP must include:A statement of the major outcomes

expected to be achieved for the child and family

The criteria, procedures, and timelines used to determine the degree to which progress toward achieving the outcomes is being made and whether modifications or revisions of the outcomes or services are necessary

IFSP Outcomes

• IFSP outcomes: What would your family like to see happen for your child/family?

• 2 types of outcomesChild OutcomesFamily Outcomes (participation-based or

resource based)

Washington Systems Improvement Project 46

Child Outcomes

• Enhance child’s learning through functional participation in everyday activities (child is learner/actor)

• Are important and meaningful to family/caregiver (priorities)

• Expand activity settings in which child can be competent

• Based on child’s interests

Family Outcomes

• Enhance the capacity of the family to meet the needs of their child (family is learner/actor)

• Support accessing community resources and supports (FRC supported)

• Are important and meaningful to family/caregiver (priorities)

• Based on family’s interests

Washington Systems Improvement Project 48

Developing OutcomesDeveloping Outcomes

Step 1: Determine the functional area(s)

Eating and chewing

Step 2: What routine(s) does this affect?

Meal time (e.g., lunch, dinner, restaurant )

Step 3: Child will participate in (routines in question)”

“Alicia will participate in lunch, dinner, and restaurant . . .”

Step 4: “ by ---ing” (address specific behaviors)

“ . . . chewing her food”

Developing OutcomesDeveloping OutcomesStep 5: Identify criterion to determine when the child has met this skill

We will know she has these skills when she eats a cup of food at mealtime with her family

Step 6: Add another criterion for generalization, maintenance or fluency, if appropriate

We will know she has generalized these skills when we see her do this one time at lunch, one time at dinner and one time at a restaurant within a period of a week

Step 7: Add timeline In 6 months (to meet entire outcome)

Adapted from Robin McWilliam’s “Steps to Build a Functional Outcome”: http://www.siskin.org/downloads/Steps_to_Build_a_Functional_Child_Outcome.pdf

IFSP Outcomes

• Functional IFSP outcomes must be based on: Information gathered from the family,

primarily priorities and concerns Evaluation and functional assessment of the

child, including skills and behaviors across settings (child’s strengths and needs)

Criteria: Functional IFSP Outcomes

• Are statements necessary and functional for the child and family’s life?

• Does the statement reflect real-life contextualized settings?

• Is the outcome/goal discipline-free?• Is the wording jargon-free, clear and simple? • Does the wording emphasize the positive?• Does the statement avoid the use of passive words

(e.g., tolerate, receive, improve, maintain)

Child Outcomes: Examples

Not ThisNot This “Romeo will improve

muscle tone for sitting"

ThisThis "Romeo will play

with toys and eat meals with his family by sitting without much support”

Family Outcomes

What Parent States:

“We want to be able to take Romeo with us in the car; we need a

travel car seat ”

Family Outcomes: Examples

ThisThis “Karen and Mark will

learn about resources and low cost options so they can obtain a car seat.”

Not ThisNot This “Staff will explore

options for financial assistance for travel chairs”

IEP Goals Requirements

An IEP must include:• A statement of measurable annual goals, including

academic and functional goals designed to-- Meet the child's needs that result from the child's

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;

• For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives

• A description of:How the child's progress toward meeting the

annual goals will be measured, andWhen periodic reports on the progress the

child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided

Developing IEP GoalsDeveloping IEP Goals

Step 1: Determine the academic (preschool activities) and functional area(s)

Making choices

Step 2: What routine(s) does this affect?

Step 3: Child will participate in (routines in question)”

Alicia will make choices “during play each day”

Step 4: “ by ---ing” (address specific behaviors)

“ . . . by pointing”

Developing IEP GoalsDeveloping IEP GoalsStep 5: Identify criterion to determine when the child has met this skill

“At least once during a play each day…

Step 6: Add another criterion for generalization, maintenance or fluency, if appropriate

We will know she has generalized these skills when we see her point in other situations where options are presented (getting dressed, selecting a book, etc.)

Step 7: Add timeline In 6 months (to meet entire outcome)

Adapted from Robin McWilliam’s “Steps to Build a Functional Outcome”: http://www.siskin.org/downloads/Steps_to_Build_a_Functional_Child_Outcome.pdf

IEP Goals

• Functional IEP goals must be based on: What the child is doing now oChild’s strengthsoNeeds related to disabilities oFamily input and concerns

IEP Goals

Goals cont’dInformation including:oPresent Level of Academic Achievement

and Functional PerformanceoInitial evaluation information for the

child’s first IEPoAssessments/ongoing progress monitoring

for subsequent IEPs62

Criteria: Functional IEP Goals

• The goal: Includes what the child is doing now and includes

the family’s input and concerns Describes how the child will demonstrate what s/he

knows Is measurable and observable (e.g., the conditions

for meeting the goal are clear and includes strategies or accommodations)

Is written in plain language without naming placement

Criteria: Functional IEP Goals

Describes the child’s involvement in age-appropriate activities to address “academic and functional” areas

Details ‘Special Factors’ related to communication, assistive technology and supports specific to the child’s disability and/or English language learning

Is achievable in no longer than one year and specific timelines are noted

IEP Goals

This “At least once during a

play each day, Tamara will demonstrate her choice by pointing at a toy she wants when presented with options”

Not This “Tamara will make

choices”

Activity:Activity:

Rating IFSP Rating IFSP Outcomes and IEP Outcomes and IEP

GoalsGoals

The wording of the statement is jargon-

free, clear and simple.

The statement avoids the use of

passive words (e.g., tolerate, receive,

improve, maintain).

The outcome is discipline-free.

The outcome statement is necessary and functional for the

child’s and family’s life.

Criteria for Rating IFSP OutcomesCriteria for Rating IFSP Outcomes

The wording emphasizes the

positive.

The statement reflects real-life contextualized

settings (e.g., not test items).

When the child’s contextual information is available, the following IFSP outcome criteria can also be evaluated: 1.The outcome is based on the family’s priorities and concerns.2.The outcome describes both the child’s strengths and needs based on information from the initial evaluation or ongoing assessment.

The wording of the statement is jargon-

free, clear and simple.

The statement avoids the use of

passive words (e.g., tolerate, receive,

improve, maintain).

The outcome is discipline-free.

The outcome statement is necessary and functional for the

child’s and family’s life.

Criteria for Rating IFSP OutcomesCriteria for Rating IFSP Outcomes

The wording emphasizes the

positive.

The statement reflects real-life contextualized

settings (e.g., not test items).

Nolan will play withtoys with his sister during bath time

+ YES!

When the child’s contextual information is available, the following IFSP outcome criteria can also be evaluated: 1.The outcome is based on the family’s priorities and concerns.2.The outcome describes both the child’s strengths and needs based on information from the initial evaluation or ongoing assessment.

The GOAL is written in plain language without

naming placement.

The GOAL describes the child’s involvement

in age-appropriate activities to address

‘academic and functional’ areas.

The GOAL is measurable and observable. The

conditions for meeting the goal are clear and includes strategies or

accommodations.

Special Factors related to communication, assistive technology and supports

specific to the child’s disability and/or English language learning are

detailed.

Criteria for Rating IEP GoalsCriteria for Rating IEP Goals

The GOAL is achievable in one year and specific

timelines are noted.

The GOAL describes how the child will demonstrate what

s/he knows.

When the child’s contextual information is available, the following IEP goal criteria can also be evaluated: 1.The goal includes what the child is doing now as well as the family’s input and concerns.2.The goal describes both the child’s strengths and needs from information from the initial evaluation or ongoing assessment.

BG will get across what she wants using words.

The GOAL is written in plain language without

naming placement.

The GOAL describes the child’s involvement

in age-appropriate activities to address

‘academic and functional’ areas.

The GOAL is measurable and observable. The

conditions for meeting the goal are clear and

includes strategies or accommodations.

Special Factors related to communication,

assistive technology and supports specific to the child’s disability and/or

English language learning are detailed.

The GOAL is achievable in one year and specific

timelines are noted.

+ YES!

The GOAL describes how the child will demonstrate what

s/he knows.

Criteria for Rating IEP GoalsCriteria for Rating IEP Goals

When the child’s contextual information is available, the following IEP goal criteria can also be evaluated: 1.The goal includes what the child is doing now as well as the family’s input and concerns.2.The goal describes both the child’s strengths and needs from information from the initial evaluation or ongoing assessment.

IFSP • 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_no1.pdf

IEP• 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/modelform-iep.pdf

• Special Factors To Considerhttp://www2.ed.gov/parents/needs/speced/iepguide/index.html#contents

• Wisconsin Guide to Connecting Academic Standards and IEPs http://dpi.state.wi.us/sped/pdf/iepstandardsguide.pdf

Developing Strategies to Meet IFSP Outcomes

• Strategies (“WHO will do WHAT in WHICH Everyday Routines, Activities, and Places?”) must: Help achieve the outcome Be based on how all children learn throughout the

course of everyday life, at home, in early care and education settings and in the community

Be developmentally and academically appropriate for the child

Focus on naturally occurring learning opportunities whenever possible

Developing Strategies to Meet IFSP Outcomes

• Strategies must:Support primary caregivers to provide

children with everyday learning experiences and opportunities that strengthen and promote a child’s competence and development

Support learning that occurs in context of things that have high levels of interest and engagement for child and family

Developing Objectives to Meet IEP Goals

Objectives (“WHO will do WHAT in WHICH Everyday Routines, Activities, and Places?”) must:

Be designed to support the achievement of the goal

Be used to measure the progress toward achieving the goal

Be written in measurable language

• Overall, deciding what will be necessary to achieve each functional outcome/goal is the basis for decisions about services needed

• Always consider the need for assistive technology and supplementary aids and supports to ensure meaningful participation in settings and with peers

(Dunst & Bruder, 1999; Dunst, Bruder, Trivette, Hamby, Raab & McLean, 2001; Dunst, Bruder, Trivette, Raab & McLean, 2001; Dunst, Hamby,Trivette, Raab & Bruder, 2002)

Services to Meet IFSP Outcomes

• There are two broad questions that the team should consider in determining the frequency of supports and services needed to meet the outcomes/goals: “How often will the child’s intervention likely

need to be changed?” “How often does the family/caregiver/teacher

need support to be comfortable in using intervention strategies?”

(Jung, 2003)

Services to Meet IFSP Outcomes

• In determining the frequency of special education and related services needed to meet IEP goals, the team should consider: Consider the present levels of functional and

academic performance (or activities of a preschool child) and the rate of progress

Consider the level of support necessary for the child to make progress

Services to Meet the Outcomes/Goals

• More is better* – • BUT this means more learning opportunities• NOT more services• Learning is what happens between professional’s

contacts with child/family Throughout the child’s day In everyday routines and activities Through multiple repetitions and lots of practice The way all young children learn and participate

with families and friends in their communities *(thanks to Lee Ann Jung, 2003)

Application – Kim’s StoryApplication – Kim’s Story• Tables work together in teams• Review Kim’s Information (17 mos & 35 mos)• Each IFSP team will complete worksheet steps 1-5 and

select one child outcome for Kim and one family outcome

• Each IEP team will complete worksheet steps 1-5 and select 2 goals for Kim

• Reflect on what you’ve learned, what you’ll use when you get home and how you’ll follow up with your teams

• Select a recorder• Be prepared to share your team’s outcome/goal and

why you selected it

Anne Lucas, NECTAC/WRRCAnne.Lucas@unc.edu

Caroline Magee, WRRCMagee@uoregon.edu

Chris Case, WRRCCacase@uoregon.edu

Joicey Hurth, NECTACJoicey.Hurth@unc.edu

Pacific TA Meeting: Quality Practices in Early Intervention and Preschool Programs 1.

Documents