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

2 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 Anne Lucas ECTA Center / WRRC Kathi Gillaspy ECTA Center Mary Peters ECTA Center Developers

3 Meaningful IFSP Outcomes and IEP Goals 3 Global Child Outcomes Functional Assessment Understand how to: Develop IFSP outcomes and IEP goals Rate the quality of outcomes and goals Goal

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 1)Start with parents’/caregivers’ priorities about child’s learning/development and/or family’s needs 2)Consider what’s working and what’s challenging in everyday routines and activities 3)Consider how the child’s developmental skills, needs and disability influence the child’s learning and participation in everyday routines and activities Using Information to Develop Outcomes/Goals

6 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 Relationship of Outcomes/Goals to Placement and Services

7 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 § (c) Requirements for IFSP Outcomes

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

9 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 IFSP Child Outcomes

10 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 IFSP Family Outcomes

11 McWilliam, R.A. (2006). Steps to build a functional outcome. Retrieved from Step 1: Determine the functional area(s)Eating Step 2: What routine(s) does this affect?Meal time with the family Step 3: Child will participate in [routines in question] “Kim will eat with her Family at mealtime…” Step 4: “by ________ing” (address specific behaviors) “…eating the foods they eat.” Developing IFSP Outcome Statments

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

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

14 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 High-Quality, Functional IFSP Outcomes

15 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 Criteria Definitions

16 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 Criteria Definitions

17 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 Criteria Definitions

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

19 –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 Criteria Definitions

20 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 Criteria Definitions

21 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) High-Quality, Functional IFSP Outcomes

22 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.” Developing Child Outcomes

23 “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.” This Child Outcome: Example

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

25 “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.” This Family Outcome: Example

26 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 § the IEP: IDEA Requirements

27 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 § the IEP: IDEA Requirements

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

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

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

31 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 § the IEP: IDEA Requirements

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

33 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? IEP Goals

34 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 High-Quality, Functional IEP Goals

35 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 High-Quality, Functional IEP Goals

36 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.” Developing IEP Goals

37 McWilliam, R.A. (2006). Steps to build a functional outcome. Retrieved from Step 1: Determine the academic (preschool activities) and functional area(s) based on identified needs. Following directions Step 2: What routine(s) or activity(ies) does this affect? Outdoor activities Step 3: Child will participate in [routines or activities] “Nathan will stop, wait, and stay with others during outdoor activities…” Step 4: “by ________ing” (address specific behaviors) “…by following directions for his safety.” Developing Functional IEP Goals

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

39 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 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 Rating IFSP Outcomes and IEP Goals DevelopingHigh-Quality, Functional IFSP Outcomes and IEP Goals

ectacenter.org/~pdfs/pubs/rating-ifsp.pdf 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. The outcome uses active words rather than passive ones. The outcome emphasizes the positive, not the negative. The outcome is jargon-free, clear and simple. The outcome crosses developmental domains and is discipline-free. The outcome reflects real-life contextualized settings. The outcome is necessary and functional for the child’s and family’s life. Place Card Here Criteria Defining High Quality, Participation-Based IFSP Outcomes

Nolan will play with toys with his sister during bath time. IFSP Outcome Card 1 ectacenter.org/~pdfs/pubs/rating-ifsp.pdf 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. The outcome uses active words rather than passive ones. The outcome emphasizes the positive, not the negative. The outcome is jargon-free, clear and simple. The outcome crosses developmental domains and is discipline-free. The outcome reflects real-life contextualized settings. The outcome is necessary and functional for the child’s and family’s life. Criteria Defining High Quality, Participation-Based IFSP Outcomes

ectacenter.org/~pdfs/pubs/rating-ifsp.pdf 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. The goal describes the situation in which the child will demonstrate the goal, and does not name a placement or educational environment. The goal describes how the child will demonstrate what they know or can do. The goal is measureable and observable. The goal describes the child’s involvement in age-appropriate activities to address academic and functional areas. The goal emphasizes the positive The goal is written in plain language and is jargon-free. Place Card Here Criteria Defining High Quality, Participation-Based IEP Goals

BG will get across what she wants using words. IEP Goal Card 1 ectacenter.org/~pdfs/pubs/rating-ifsp.pdf 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. The goal describes the situation in which the child will demonstrate the goal, and does not name a placement or educational environment. The goal describes how the child will demonstrate what they know or can do. The goal is measureable and observable. The goal describes the child’s involvement in age-appropriate activities to address academic and functional areas. The goal emphasizes the positive The goal is written in plain language and is jargon-free. Criteria Defining High Quality, Participation-Based IEP Goals

44 Debrief Rating IFSP Outcomes and IEP Goals DevelopingHigh-Quality, Functional IFSP Outcomes and IEP Goals

45 -iep.pdf -ifsp.pdf Instructions and materials for these activities are at: Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals DevelopingHigh-Quality, Functional IFSP Outcomes and IEP Goals

46 Key Practices Underlying the IEP Process outcomes-iepgoals/Key_Practices_IEP_Process.pdf outcomes-iepgoals/Key_Practices_IEP_Process.pdf Contents of the IEP index.html#contents index.html#contents OSEP model IEP forms rm-iep.pdf rm-iep.pdf Special Factors To Consider index.html#contents index.html#contents Wisconsin Guide to Connecting Academic Standards and IEPs IEP Agreed Upon Practices For Providing Early Intervention Services In Natural Environments edUponPractices_FinalDraft2_01_08.pdf edUponPractices_FinalDraft2_01_08.pdf Rush and Shelden. Tips and Techniques for Developing Participation-Based IFSP Outcomes Statements, BriefCASE, Vol 2, No pdf 1.pdf ECTA Center website es.asp es.asp IFSP Resources on IFSPs and IEPs

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49 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: Firstname Lastname Title Organization Firstname Lastname Title Organization Contact Information