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

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

How Children Learn Mission, Goals and Outcomes of Early Intervention and Early Childhood Special Education SECTION 1 ___________________________________________________________ Setting the Context

6 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), (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), Natural learning opportunities Every day routines and activities of children and families Within family and community life How Children Learn

7 Dunst, C. J., Herter, S., & Shields, H. (2000). Interest-based natural learning opportunities. Young Exceptional Children Monograph Series No. 2: Natural Environments and Inclusion, Interests Exploration and Mastery Engagement Competence Learning Activities Context for Learning: Child Interest and Competence

8 Raab, M. (2005). Interest-based child participation in everyday learning activities. CASEinPoint, 1(2). Retrieved from 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 Interest-based Learning

9 McWilliam, R.A. (April, 2010). Enhancing Services in Natural Environments [webinar]. Retrieved from df “…amount of time children spend interacting appropriately with their environment.” Defining Engagement

10 McWilliam, R.A. (n.d.) Engagement. Siskin Children’s Institute. Retrieved August 2012 from “Children with disabilities spend more time non-engaged (e.g., wandering around, crying or waiting) than do their typically developing peers.” Engagement of Children with Disabilities

11 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! Practice for Children with Disabilities

12 Adolph, K. E., Vereijken, B., & Shrout, P. E. (2003). What Changes in Infant Walking and Why. Child Development, 74(2), 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!) Children Learn through Incredible Amounts of Practice!

13 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), 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), 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), (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, Mastery

14 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 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! Keys to Development

15 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 Services Focus on Successful Participation

16 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 Parents and Caregivers Influence Learning

17 Hanft, B. (April, 2010). Enhancing Services in Natural Environments [webinar]. Retrieved from 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 Supporting Parents and Caregivers

18 The Early Childhood Outcomes Center (2005). Family and Child Outcomes for Early Intervention and Early Childhood Special Education. Retrieved from 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 Goals of Early Intervention and Early Childhood Special Education

19 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 Seven Key Principles Looks Like/Doesn’t Look Like Mission of Early Intervention Services

20 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). iepgoals/Key_Principles_IEP_Process.pdf iepgoals/Key_Principles_IEP_Process.pdf Goal of Preschool Special Education

21 1)Positive social emotional skills (including positive social relationships) 2)Acquisition and use of knowledge and skills (including early language/communication and for preschool, literacy) 3)Use of appropriate behaviors to meet their needs 3 Global Child Outcomes

22 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. Which global child outcome do these IFSP outcomes support?

23 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. Which global child outcome do these IEP goals support?

24 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. Which global child outcome do these IEP goals support?

25 Group Reflection on Functional IFSP Outcomes/IEP Goals and the Global Child Outcomes DevelopingHigh-Quality, Functional IFSP Outcomes and IEP Goals

26 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 Part C Family Outcomes Family Outcomes

27 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) Integrating Outcome Measurement into IFSP/IEP Process

28 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. Making the Connection: Using Functional Assessment

29 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 The Right People, the Right Situation, the Right Time

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32 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