Developing High-Quality, Functional IFSP Outcomes and IEP Goals

1. Developing High-Quality, Functional IFSP Outcomes and IEP Goals presented in collaboration with

2. Developers Anne Lucas ECTA Center / WRRC KathiGillaspy 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

3. Goal Understand how to: • Gather information about the child’s functioning • Differentiate conventional vs. functional assessment • Partner with families

4. Adapted from: Younggren, N. (May, 2011). Quality Practices in Early Intervention and Preschool Programs – Authentic Assessment. Power Point presentation presented at the Pacific TA Meeting, Honolulu, HI. Whatis Functional Assessment? Whyis Functional Assessment Foundational? Whodoes Functional Assessment? Whereis Functional Assessment done? Howis Functional Assessment done? SECTION 2___________________________________________________________Functional Assessment

5. What is Functional Assessment? “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. 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

6. Functional Assessment is… 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. Contextually relevant information about the child’s strengths and needs Individually focused Culturally sensitive Functional Assessment isnot… Domain based and discipline specific Deficit driven Intimidating

7. Functional Assessment

8. Functional Assessment is Authentic Delaney, E. (1999). Curriculum and Intervention Strategies [Presentation]. Presented at SPED 508. Retrieved from http://www.uic.edu/classes/sped/sped508/aug30.ppt • The more realistic or natural the task, • the more motivated the child • the more applicable it is to everyday events and situations • Authentic tasks and circumstances reinforce • competency-based approach to the education of young children • assessment of all disciplines across complex skills and processes • generalization of learning across settings • Authentic tasks require the assessor to make no inferences about a child's capabilities, because the behaviors sampled are directly observable

9. Conventional Assessment “Everything that can be measured counts, but not everything that counts can be measured.” Usefulness of Conventional Assessment: • To distinguish typical from atypical performance • To provide one more source of information

10. Developing High-Quality, Functional IFSP Outcomes and IEP Goals Group Reflectionon Functional Assessment

11. Why is Functional Fundamental? • Yields a real picture of the child • Guides identification of functionalindividualized outcomes and goals

12. Who performs Functional Assessment? • Families and familiar, knowledgeable caregiversinthe child’s life • Providers • Teachers • Others, less familiar, can also contribute

13. 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.

14. 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!

15. Involving Families • Listen to the family story • Observe and ask about the child’s day-to-day routines and activities related to • engagement • independence • social relationships • Ask parents to show or describe • Observe how the parent engages the child • Observe the child in play scenarios

16. Questions Related to Everyday Activities and Routines Can you tell me about your day? What happens most mornings? Afternoons? Nights? Weekends? Where do you and your child spend time? What activities do you and your child like to do together (e.g., hiking, going on picnics, playing games at home)? What do you and your child 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 your child’s interests? What does your child enjoy and what holds your child’s attention (e.g., people, places, things)?

17. Questions Related to Everyday Activities and Routines What makes your child happy, laugh and/or smile? What routines and/or activities does your child not like? What makes it 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 where? What activities do you do or places do you visit less frequently (e.g., doctor’s appointments, visiting grandparents)? 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?

18. How: Gathering Relevant Information… • Improve Functional Abilities • Social Relations • Engagement • Independence Routines/Activities not going well Employ Strategies Hindering Factors Helping Factors Identify Learning Opportunities Enhance Learning Opportunities Employ Strategies • Improve Routine • Promote • Social Relations • Engagement • Independence Routines/Activities going well Campbell, P. [n.d.] Intervention Decision-Making Chart. Thomas Jefferson University. Retrieved September 2012 from http://jeffline.tju.edu/cfsrp/pdfs/Intervention%20Decision%20Making%20Chart.pdf.

19. Where is Functional Assessment performed? Onlyin the children’s natural everyday settings, activities, and routines

20. Developing High-Quality, Functional IFSP Outcomes and IEP Goals Table Talk ActivityAuthentic Assessment

21. Questions?

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23. Contact Information Firstname Lastname Title Organization email@address.org 555-555-5555 Firstname Lastname Title Organization email@address.org 555-555-5555 This product was developed collaboratively with staff from ECTA Center and WRRC in response to the need expressed from state and local providers to have specific information and resources about developing IFSP outcomes and IEP goals. The full training package, including a full reference list, is freely available online: http://www.ectacenter.org/knowledgepath/ifspoutcomes-iepgoals/ifspoutcomes-iepgoals.asp