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 the connections among: • Functional Assessment • Developing meaningful IFSP Outcomes and IEP Goals • Measuring the 3 global child outcomes

4. Session Outline SECTION 1 Setting the Context SECTION 2Functional Assessment SECTION 3Integrating Functional Assessment and Outcome Measurement with IFSP Outcomes/IEP Goals SECTION 4Functional, High Quality IFSP Outcomes and IEP Goals SECTION 5IFSP Strategies to Meet Outcomes and IEP Objectives to Meet Goals SECTION 6Applying the Information: Practical Learning Experience

5. How Children Learn Mission, Goals and Outcomes of Early Intervention and Early Childhood Special Education SECTION 1___________________________________________________________Setting the Context

6. 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.

7. Context for Learning: Child Interest and Competence Interests Learning Activities Exploration and Mastery 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.

8. 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

9. 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.pdf

10. 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

11. Practice for Children with Disabilities Mahoney, G. (2008). The critical role of practice in the early childhood curriculum. Presentation at South Carolina Early Intervention Conference for Families and Providers. 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!

12. 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.

13. 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.

14. Keys to Development 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 • 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!

15. 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

16. 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

17. Supporting Parents and Caregivers Hanft, B. (April, 2010). Enhancing Services in Natural Environments [webinar]. Retrieved from http://www.ectacenter.org/~pdfs/calls/2004/partcsettings/hanft.pdf 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

18. Goals of Early Intervention and Early Childhood Special Education 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 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 

19. 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

20. 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/ifspoutcomes-iepgoals/Key_Principles_IEP_Process.pdf

21. 3 Global Child Outcomes • Positive social emotional skills (including positive social relationships) • Acquisition and use of knowledge and skills (including early language/communication and for preschool, literacy) • Use of appropriate behaviors to meet their needs

22. 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.

23. 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.

24. 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.

25. Developing High-Quality, Functional IFSP Outcomes and IEP Goals Group Reflectionon Functional IFSP Outcomes/IEP Goals and the Global Child Outcomes

26. Family Outcomes Part C 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 Part B Section 619 • Percent of families participating in Part C who report that EI services have helped the family • Know their rights • Effectively communicate their children’s needs • Help their children develop and learn

27. Integrating Outcome Measurementinto 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)

28. 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.

29. 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

30. Questions?

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32. 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