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: • Develop IFSP outcomes and IEP goals • Rate the quality of outcomes and goals

4. IFSP Outcome Requirements Developing Functional, High Quality IFSP Outcomes IEP Goal Requirements Developing Functional, High Quality IEP Goals Rating Activity: IFSP Outcome and IEP Goal Statements SECTION 4___________________________________________________________Functional, High-Quality IFSP Outcomes and IEP Goals

5. Using Informationto Develop Outcomes/Goals Start with parents’/caregivers’ priorities about child’s learning/development and/or family’s needs Consider what’s working and what’s challenging in everyday routines and activities Consider how the child’s developmental skills, needs and disability influence the child’s learning and participation in everyday routines and activities

6. Relationship of Outcomes/Goalsto Placement and Services First… develop IFSP outcomes/IEP goals based on functional, authentic assessment information Then… determine placement, services and supports based on what is necessary to meet the outcomes/goals

7. Requirements for IFSP Outcomes IFSP must include: • A statement of the measurable results or measurable outcomes expected to be achieved for the child and family (including pre-literacy and language skills as developmentally appropriate for the child) • The criteria, procedures, and timelines used to determine the degree to which progress toward achieving the results or outcomes is being made and whether modifications or revision of the expected results or outcomes or services are necessary 34 CFR §303.344 (c)

8. IFSP Outcomes • IFSP Outcomes: “What would your family like to see happen for your child/family?” • Two types of outcomes • Child Outcomes • Family Outcomes

9. IFSP Child Outcomes Two types of child outcomes: Participation-based Routine/activity-based Child outcomes should: Enhance learning through functional participation in everyday activities (child is learner/actor) Be important and meaningful to the family/caregiver (priorities) Expand activity settings so child can be competent Be based on child’s interests

10. IFSP Family Outcomes Two types of family outcomes: Participation-based Resource-based Family outcomes should: Enhance capacity of (family is learner/actor) Support accessing community resources and supports (service coordinator supported) Be important and meaningful to the family/caregiver (priorities) Be based on family’s interests

11. Developing IFSP Outcome Statments McWilliam, R.A. (2006). Steps to build a functional outcome. Retrieved from http://www.siskin.org/downloads/Steps_to_Build_a_Functional_Child_Outcome.pdf

12. Third Word Rule • The third word of IFSP child outcome statement should be a contextualized action that is functional. • Example: “Kim will eatwith her family at mealtime eating the foods they eat.” Shelden, M. L., & Rush, D. D. (2009). Tips and Techniques for Developing Participation-Based IFSP Outcome Statements. Briefcase, 2(1). Retrieved from http://www.fipp.org/Collateral/briefcase/briefcase_vol2_no1.pdf

13. Developing Criteria, Procedures and Timelines • Whatare the ways in which the family and team will work toward achieving this outcome? • Whowill help and what will they do? • Howwill the team know they’ve made progress or if revisions are needed to outcomes or services?

14. High-Quality, Functional IFSP Outcomes • Necessary and functional for child’s and family’s life • Reflect real-life contextualized settings • Crosses developmental domains and is discipline-free • Jargon-free, clear and simple • Emphasize the positive, not the negative • Uses active words rather than passive words

15. Criteria Definitions • Necessary and functional for child’s and family’s life • Supports participation in community life and family activities • Based up on what is important to the family • Supports child’s progress towards outcomes • It is not based on what the practitioner thinks

16. Criteria Definitions • Reflects real-life, contextualized settings • Everyday activity settings and routines for the child and family • Includes typical routines such as meal time • Also includes routines and activities specific to the family. • Test items are not real-life or contextualized

17. Criteria Definitions • Integrates developmental domains and is discipline-free • Written to describe the child’s participation in routines and activities • Promote the child’s skill development in multiple domains • Addressable by any member of the IFSP team • Written so that child and family are the “actors” • Early interventionists and therapists are not the actors in the outcome

18. Criteria Definitions • Is jargon-free, clear and simple • Understandable by family and the general public. • Doesn’t include professional jargon or practitioner “speak”

19. Criteria Definitions • Emphasizes the positive, not the negative • Focus of the whole outcome is positive • States what the child and family will do • Doesn’t state what the child will not do or will stop doing • Any negative words creates a negative statement

20. Criteria Definitions • Uses active rather passive words • Words encourage the child and family’s active participation • Words indicate what the child or family will do • Passive words reflect a state of being or a change or lack of change in performance

21. High-Quality, Functional IFSP Outcomes If available, the child’s complete record can reveal if an IFSP outcome is based on: Information gathered from the family (e.g., priorities and concerns) Evaluation and functional assessment of child (e.g., skills, degree of participation, behaviors across settings , strengths, and needs)

22. Developing Child Outcomes What parent states: “I wish he could sit without as much support when he eats and plays – it is hard work holding him all the time.”

23. Child Outcome: Example This “Romeo will improve muscle tone for sitting.” Not This “Romeo will play with toys and eat meals with his family by sitting without much support.”

24. Developing Family Outcomes What parent states: “We want to be able to take Romeo with us in the car; we need a travel car seat.”

25. Family Outcome: Example This “Staff will explore options for financial assistance for travel chairs.” Not This “Karen and Mark will explore options for financial assistance for car seats and secure one.”

26. the IEP: IDEA Requirements 1. Present levels of academic achievement and functional performance, including: How the child's disability affects the child's involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children), or For preschool children, as appropriate, how the disability affects the child's participation in appropriate activities 34 CFR §300.320-324

27. the IEP: IDEA Requirements 2. Measurable annual goals, including academic and functional goals: • Related to the child's needs that result from the 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 • Where required, benchmarks or short-term objectives must be included 34 CFR §300.320-324

28. the IEP: IDEA Requirements 3. A description of how progress will be measured and when progress reports will be provided. 34 CFR §300.320-324

29. the IEP: IDEA Requirements 4. A statement of: • special education and related services • supplementary aids and services • program modifications and supports for school personnel 34 CFR §300.320-324

30. the IEP: IDEA Requirements 5. The projected beginning service date including the anticipated frequency, location, and duration 34 CFR §300.320-324

31. the IEP: IDEA Requirements 6. An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and activities 34 CFR §300.320-324

32. the IEP: IDEA Requirements 7. Individually appropriate accommodations necessary to measure the academic achievement and functional performance of the child on State and district-wide assessments 34 CFR §300.320-324

33. IEP Goals Focus on: • “academic” – activities of a child this age • “functional” What will the child need to do to be successful in learning and real life activities?

34. High-Quality, Functional IEP Goals Describe how the child will demonstrate what s/he knows Are written in plain language and are jargon free Describe the child’s involvement in age-appropriate activities to address ‘academic and functional’ areas Emphasize the positive Describe conditions in which the child will demonstrate progress Are measurable and observable

35. High-Quality, Functional IEP Goals The child’s complete IEP will reveal if an IEP goal is: Achievable in one year Includes what the child is doing now and the family’s input and concerns Includes special factors related to communication, assistive technology and supports specific to the child’s disability and/or English language learning

36. Developing IEP Goals What parent states: “Nathan runs across the parking lot when we leave the grocery store and we are very concerned for his safety.” Teacher input: “When Nathan is inside he listens to a reminder to stay with his friends, but when he is outside he often runs toward the bus.”

37. Developing Functional IEP Goals McWilliam, R.A. (2006). Steps to build a functional outcome. Retrieved from http://www.siskin.org/downloads/Steps_to_Build_a_Functional_Child_Outcome.pdf

38. IEP Goal: Example This “Nathan will not run away.” Not This “Nathan will stop, wait, and stay with others during outdoor activities by following directions for his safety.”

39. Developing High-Quality, Functional IFSP Outcomes and IEP Goals RatingIFSP Outcomes and IEP Goals Lucas, A., Gillaspy, K., Peters, M. L., & Hurth, J. (2014). Enhancing Recognition of High-Quality, Functional IFSP Outcomes: A training activity for Infant and Toddler service providers. Retrieved from http://www.ectacenter.org/~pdfs/pubs/rating-ifsp.pdf Lucas, A., Gillaspy, K., Peters, M. L., & Hurth, J. (2014). Enhancing Recognition of High-Quality, Functional IEP goals: A training activity for Early Childhood Special Education staff. Retrieved from http://www.ectacenter.org/~pdfs/pubs/rating-iep.pdf

40. Criteria Defining High Quality, Participation-Based IFSP Outcomes The outcome is necessary and functional for the child’s and family’s life. The outcome is jargon-free, clear and simple. The outcome emphasizes the positive, not the negative. The outcome reflects real-life contextualized settings. • Place Card Here The outcome crosses developmental domains and is discipline-free. The outcome uses active words rather than passive ones. • When the child’s contextual information is available, the following IFSP outcome criteria can also be evaluated: • The outcome is based on the family’s priorities and concerns. • The outcomes described both the child’s strengths and needs based on information from the initial evaluation and ongoing assessment. ectacenter.org/~pdfs/pubs/rating-ifsp.pdf

41. Criteria Defining High Quality, Participation-Based IFSP Outcomes The outcome is necessary and functional for the child’s and family’s life. The outcome is jargon-free, clear and simple. IFSP Outcome Card 1 Nolan will play with toys with his sister during bath time. The outcome emphasizes the positive, not the negative. The outcome reflects real-life contextualized settings. The outcome crosses developmental domains and is discipline-free. The outcome uses active words rather than passive ones. • When the child’s contextual information is available, the following IFSP outcome criteria can also be evaluated: • The outcome is based on the family’s priorities and concerns. • The outcomes described both the child’s strengths and needs based on information from the initial evaluation and ongoing assessment. ectacenter.org/~pdfs/pubs/rating-ifsp.pdf

42. Criteria Defining High Quality, Participation-Based IEP Goals The goal is written in plain language and is jargon-free. The goal is measureable and observable. The goal describes how the child will demonstrate what they know or can do. The goal emphasizes the positive • Place Card Here The goal describes the child’s involvement in age-appropriate activities to address academic and functional areas. The goal describes the situation in which the child will demonstrate the goal, and does not name a placement or educational environment. • When the child’s contextual information is available, the following IEP goal criteria can also be evaluated: • The goal includes what the child is doing now and includes the family’s input and concerns. • The goal is achievable in one year and specific timelines are noted. • The goal details Special Factors related to communication, assistive technology and supports specific to the child’s disability and/or English language setting. ectacenter.org/~pdfs/pubs/rating-ifsp.pdf

43. Criteria Defining High Quality, Participation-Based IEP Goals The goal is written in plain language and is jargon-free. The goal is measureable and observable. IEP Goal Card 1 The goal describes how the child will demonstrate what they know or can do. The goal emphasizes the positive BG will get across what she wants using words. The goal describes the child’s involvement in age-appropriate activities to address academic and functional areas. The goal describes the situation in which the child will demonstrate the goal, and does not name a placement or educational environment. • When the child’s contextual information is available, the following IEP goal criteria can also be evaluated: • The goal includes what the child is doing now and includes the family’s input and concerns. • The goal is achievable in one year and specific timelines are noted. • The goal details Special Factors related to communication, assistive technology and supports specific to the child’s disability and/or English language setting. ectacenter.org/~pdfs/pubs/rating-ifsp.pdf

44. Developing High-Quality, Functional IFSP Outcomes and IEP Goals DebriefRating IFSP Outcomesand IEP Goals

45. Instructions and materials for these activities are at: Developing High-Quality, Functional IFSP Outcomes and IEP Goals Enhancing Recognition of High-Quality, FunctionalIFSP Outcomes and IEP Goals http://www.ectacenter.org/~pdfs/pubs/rating-ifsp.pdf http://www.ectacenter.org/~pdfs/pubs/rating-iep.pdf

46. Resources on IFSPs and IEPs IFSP Key Practices Underlying the IEP Process http://www.ectacenter.org/~pdfs/knowledgepath/ifspoutcomes-iepgoals/Key_Practices_IEP_Process.pdf 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 IEP • Agreed Upon Practices For Providing Early Intervention Services In Natural Environments http://www.ectacenter.org/~pdfs/topics/families/AgreedUponPractices_FinalDraft2_01_08.pdf • 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 • ECTA Center website http://www.ectacenter.org/topics/families/famresources.asp

47. Questions?

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49. 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