The Relationship of Quality Practices to Child and Family Outcomes

1. The Relationship of Quality Practices to Child and Family Outcomes A Focus on Functional Child Outcomes Kathi Gillaspy, NECTAC Maryland State Department of Education/Division of Special Education/Early Intervention Services/Early Childhood Intervention and Education Branch

2. Session Agenda • Review of the child and family outcomes and the connection to the mission and principles of early intervention • The relationship of outcome data and program improvement • Overview of the “Relationship” document and how to use it • Honing in on Functional IFSP Outcomes

3. The Mission and Principles of Early Intervention

4. Agreed Upon Mission • 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.

5. Agreed Upon Principles • Infants and toddlers learn best through everyday experiences and interactions with familiar people in familiar contexts. • All families, with the necessary supports and resources, can enhance their children’s learning and development. • The primary role of a service provider in early intervention is to work with and support family members and caregivers in children’s lives. • The early intervention process, from initial contacts through transition, must be dynamic and individualized to reflect the child’s and family members’ preferences, learning styles and cultural beliefs. • IFSP outcomes must be functional and based on children’s and families’ needs and family-identified priorities. • The family’s priorities, needs and interests are addressed most appropriately by a primary provider who represents and receives team and community support. • Interventions with young children and family members must be based on explicit principles, validated practices, best available research, and relevant laws and regulations.

6. The Family Outcomes As a result of early intervention, families will: • Know their rights • Effectively communicate their children’s needs, and • Help their children develop and learn Early Childhood Outcomes Center

7. The Child Outcomes As a result of early intervention, children will demonstrate improved: • Positive social-emotional skills • Acquisition and use of knowledge and skills • Appropriate behaviors to meet their needs Early Childhood Outcomes Center

8. The connection… • The mission and principles describe what we want to do • The practices describe how we want to do it • The outcomes measure the impact on children and families • SO: • If we want to have improved outcomes for children and families, we need quality practices!

9. Resource Documents 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

10. Data and Program Improvement

11. Continuous Program Improvement Reflect Are we where we want to be? Is there a problem? Is it working? Why is it happening? Check (Collect and analyze data) What should be done? Plan (vision) Program characteristics Child and family outcomes Implement Is it being done?

12. How is the child functioning in the 3 global outcome areas across settings? Reflect Are we where we want to be? What are concerns and priorities? Improvement Planning for Children and Families What are we doing now? Is it working? What should be done? Check and Assess (Collect and analyze data) Plan (vision) Child and Family characteristics Child and family outcomes Develop individualized IFSP outcomes Implement Is it being done? How best support parents/team in implementing?

13. Reports for state use $ TA Reports for program use $ TA

14. MD Expectations for use of data…. Need this! Early Childhood Outcomes Center

15. The Relationship of Quality Practices to Child and Family Outcomes Measurement Results Tool

16. Background and Purpose Background • OSEP focus on results • National trend on implementing quality practices to improve results Purpose • To assist Part C (state and/or local programs) in identifying ways to improve results for children and families through implementation of quality practices

17. Input on the Tool • Jointly developed by NECTAC, ECO, and RRCP • State and TA provider input • WRRC 2010 APR Clinic • ECO TA Cadre • Broader group of NECTAC and RRCP staff

18. Linking Practices to Outcomes • Includes key quality practices that have direct impact on child and/or family outcomes • All practices impact all child and family outcomes but:  - most direct impact  - lesser, yet still direct, impact

20. How It Can Be Used • Analyzing local program child and family outcome data for improving practices • Analyzing statewide child and family outcome data for state improvement • Orienting programs/providers to key practices that support child and family outcomes

21. How It Can Be Used • Connecting practices to outcomes – training activity • Conducting self-assessment of state or local performance on practices

22. Honing in on Practices – The Development of Functional IFSP Outcomes

23. Improve Functional Abilities Social Relations Engagement Independence Routines/Activities not going well Hindering Factors Helping Factors Employ Strategies Employ Strategies Identify Learning Opportunities Enhance Learning Opportunities Improve Routine Promote Social Relations Engagement Independence Routines/Activities going well Pip Campbell

24. Linking Information Gathering to IFSP Outcomes UNDERSTAND • how to gather information and conduct the functional assessment … • what’s working and challenging in everyday activities … • how to use this information to develop IFSP outcomes/IEP goals BELIEVE • that child learn best through participation in everyday activities

25. Key Steps: IFSP/IEP Process Must Meet All Timelines

26. Using Information within the IFSP/IEP Process

27. Video Activity: Nolan’s Story

28. 3 Global Outcomes • Positive social-emotional skills (including social relationships) • Acquisition and use of knowledge and skills (including early language/communication [and early literacy]) • Use of appropriate behaviors to meet their needs