1. Section 6 The Three Global Outcomes

2. Key Principles for Early Intervention Service Provision 1.Infants and toddlers learn best through every day experiences and interactions with familiar people in familiar contexts 2.All families, with the necessary supports and resources, can enhance their children’s learning and development 3.The primary role of the service provider in early intervention is to work with and support the family members and caregivers in a child’s life 4.IFSP outcomes must be functional and based on children’s and families’ needs and priorities OSEP TA Communities of Practice – Part C Settings 2

3. Key Points The 3 global outcomes are discussed with the family in relation to the whole process from referral to transition A rating at entry and exit is required for the Office of Special Education Programs (OSEP), annual ratings will be conducted as part of the IFSP and entered into the UNICORN but not submitted to OSEP The 3 global outcomes will be discussed at each IFSP meeting 3

4. Resources 3 Global Outcomes Description and Considerations ECO Center Child Outcomes Discussion Prompts (Resources) Colorado Global Outcomes Guiding Questions (Activities) UNICORN Global Outcomes Tab Screenshot (Resources) Timelines for Child Outcomes Summary Ratings (Resources) Decision Tree (Activities) Maryland’s Strengths and Needs Summary/Matthew (Activities) 4

5. Functional Global Outcomes Snapshot of the whole child Provides status of child’s current functioning Looks across all settings and situations Functional global outcomes are not the child’s capacity to function under ideal or unusual circumstances, skill by skill, domain by domain 5

6. What Makes it Functional??? The 3 global outcomes are functional in the sense that they refer to behaviors, knowledge, and skills that are meaningful for all children in their everyday lives Functional outcomes represent an integrated series of behaviors or skills that allow the child to achieve important everyday goals. Asks how the child uses skills in action across settings and situations to accomplish things meaningful to him/her, not just his/her ability to show a skill in a specific or isolated situation 6

7. Functional Global Outcomes, cont. Children will have positive social emotional skills (including social relationships) Addresses: Relating with adults Relating with other children Interacting with others or following group rules 7

8. Functional Global Outcomes, cont. Children will acquire and use knowledge and skills (including communication skills) Addresses: Thinking, reasoning, and problem-solving Understanding symbols Understanding the physical and social world 8

9. Functional Global Outcomes cont. Children will use appropriate behaviors to meet their needs Addresses: Taking care of basic needs Contributing to own health and safety Getting from place to place and using tools 9

10. Summarizing a Child’s Strengths and Needs The Strengths and Needs Summary on the Global Outcomes page serves three critical purposes: 1) To document comprehensive information about a child related to development across the three global outcome areas; and 2) To complete the COS (Global Outcomes) rating process at entry and exit from the Early Intervention Colorado program as required by OSEP; and 3) Conducting a rating at the annual IFSP meeting for planning and assessment purposes 10

11. Summarizing a Child’s Strengths and Needs A strength is what a child enjoys doing and/or a skill a child demonstrates or is beginning to demonstrate A need may represent an activity or skill area where a child requires considerable support and/or practice 11

12. Summarizing a Child’s Strengths and Needs For each skill/behavior identified as a strength or need, consider the following questions to guide the conversation with the family and to identify the appropriate COS rating descriptor for the global outcome area: Are the skills and behaviors demonstrated for this area what one would expect for a child this age? (i.e., age- expected skills) If not, are they like those of a younger child? Are they the skills and behaviors that come just before the age- expected skills and behaviors? (i.e., immediate foundational skills) If not, are they like those of a MUCH younger child? Are they much earlier than age-expected skills and behaviors or atypical? (i.e., foundational skills) 12

13. Global Outcomes Page Organized with the 3 global outcomes as a framework Documents strengths and needs in all 3 global outcome areas This information should be gathered as part of all of the activities leading up to this step of the IFSP process 13

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15. UNICORN Global Outcomes Tab 15

16. Determining a COS (Global Outcomes) Rating 16

17. Determine an Initial Rating and enter in the UNICORN for: Children who are at least 6 months of age o COS rating is determined when child reaches the age of 6 months (for children who are born prematurely, age is not adjusted for COS rating) Children who move into Colorado from another state Children who receive at least one EI service 17

18. Do Not Determine an Initial Rating and enter in the UNICORN for: Children who are not eligible for early intervention Children whose initial IFSP is completed less than 6 months prior to their third birthday Children who transfer from another Community Centered Board (CCB) where an initial rating was already determined 18

19. Determine an Exit Rating and enter in the UNICORN for: Children who have been in early intervention services for at least 6 months o Calculation of time in services begins from the initial IFSP date Children who leave early intervention services for any reason, not just turning three 19

20. Do Not Determine an Exit Rating or enter in the UNICORN for: Children who do not have an entry rating Children who have left early intervention services suddenly, and a rating cannot be completed with the family 20

21. Timelines for Child Outcomes Summary (COS) Rating EntryPeriodicAnnualExit 3 Global Outcomes Discussed w/family YES COS Rating Conducted w/family YESNO Unless it is an initial rating for a child turning 6 mos. old YES Preliminary rating at last IFSP meeting prior to exit COS Rating Entered in the UNICORN * Not reported to OSEP YESNO Unless it is an initial rating for a child turning 6 mos. old YES*YES Includes the progress question Finalize rating w/in 90 days of exit 21

22. To Determine a Rating Consider the child’s functioning across settings and situations Understand age-expected child development Understand the content of the three global outcomes Know how to use the rating scale Understand age expectations for child functioning within the child’s culture 22

23. Required Document Decision Tree To be used each time the IFSP team is completing a COS (Global Outcome) rating Language tied to the numbers should be the focus of the discussion with the family, not the numeric ratings 23

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25. Video From Maryland: Engaging Families in the COS Process (Part 2) 25 Video Link

26. Activity 6.1 Case Study - Josie Complete the Global Outcomes Page Document strengths and needs Age-anchor Josie in each outcome area Determine if skills in each global outcome area are age-expected, immediate foundational or foundational Using the Decision Tree, determine a rating 26

27. Additional Global Outcomes Resources Illinois 3 videos (referenced in age anchoring section as well) Maryland tutorial – video of IFSP meeting where rating is discussed: http://olms.cte.jhu.edu//olms2/128983 http://olms.cte.jhu.edu//olms2/128983 27

28. Break