1. Moving Maryland Forward: Service Coordinator Resource Group
Collaboration for Compliant and
High-Quality, Functional, Routines-Based IFSPs
Service Coordinator Resource Group
May 19, 2015
MSDE: DSE/EIS

2. Session Outcomes
To establish a common understanding of the evidence-based principles and practices in early intervention that support high quality, functional, routines-based IFSPs.
To increase consistency in the co-development, co-implementation, and co-evaluation of high quality, functional, routines-based IFSPs.
To explore tools and resources that support high quality, functional, routines-based IFSPs.
MSDE: DSE/EIS

3. Family Assessment Concerns, Priorities and Resources
Co-Developing, Co-Implementing, and Co-Evaluating High Quality, Functional, Routines-Based IFSPsI
Family Assessment Concerns, Priorities and Resources
Functional Assessment Across Environments
Comprehensive Picture of Strengths and Needs
Functional, Routines-Based Child and Family Outcomes
Strategies, Activities, Learning Opportunities and Measureable Criteria
Early Intervention Services, Supports and Linkages
Progress Monitoring

4. Evidence-Based Principles and Practices in Early Intervention
DEC Recommended Practices
IFSP Outcomes
Meaningful
Child and Family Outcomes
Functional Assessment
MSDE: DSE/EIS

5.
Washington State Department of Early Learning – Early Intervention Online Modules

6. Washington State Department of Early Learning – Early Intervention Online Modules

7. Use Iowa video
Washington State Department of Early Learning – Early Intervention Online Modules

8. Washington State Department of Early Learning – Early Intervention Online Modules

9. Setting the Stage for High Quality
Present Levels of Development
Family Concerns, Priorities, and Resources
Routines in Natural Environments
Strengths and Needs Summary
Specifically when considering Maryland’s online IFSP these are the essential components of IFSP process and form that must be of high-quality in order to develop and implement HQ outcomes and services – which ultimately lead to positive child and family results.

10. Check Points: High Quality Present Levels of Development
Present levels include cognitive, communication, social/emotional, adaptive, and physical (including vision, hearing, health) development
Present levels of development contain both quantitative evaluation/assessment results and qualitative/functional descriptions based on observation and/or parent report of the child’s current functioning
MSDE: DSE/EIS

11. Check Points: High Quality Family Assessment
Information gathered through a structured family-directed assessment tool
Clear, specific statements of the family’s concerns about their child’s development of positive social-emotional skills, acquisition of knowledge and skills, and ability to use appropriate behaviors to meet needs and how these impact the family’s life and activities
Clear, specific statements of the family’s priorities includes both long-term aspirations and goals for the future and clear immediate action areas of importance to the family
Clear, specific description of family resources includes an eco-map and/or family and supports beyond the parent(s) and child
Family concerns, priorities and resources are the basis for deciding on outcomes to target and services to help the family achieve them.
Is voluntary;
Gives family members an opportunity to explore the ways they influence their child's development;
Insures that the IFSP will "fit" the family;
Gives families tools and strategies to identify and address their concerns;
Is confidential;
Includes only what the family members choose to share;
Acknowledges the family's concerns; and
Provides a "journal" or record of the family's experience.
Early intervention personnel who provide initial information to families about the "family-directed assessment" need to communicate that it is an opportunity to enhance the services and supports available to children and families. They need to explain to each family that one of the major goals of early intervention is to support families in enhancing their child's development. This is accomplished by working with infants and toddlers about the naturally occurring routines and activities of their family as well as their strengths and high priority concerns. It is important for families to understand this goal to determine if and what they will choose to share about their family. Early intervention personnel will want to encourage family partnerships while also making it clear that the inclusion of family concerns, priorities, and resources is truly optional. Regardless of a family's choice, their child's needs will be addressed by Birth to 3.
Good communication skills are essential in helping families make decisions about sharing their concerns, priorities, and resources, and in facilitating the sharing process. Active listening, self-awareness, selective self-disclosure, reflection, paraphrasin, sharing perceptions, using family-friendly language, and using an open-ended line of questioning and inquiry are all important communication skills early intervention service providers can use during these discussions--and throughout the IFSP process.
Engaging families in this process takes time, and will most likely be accomplished over several contacts. The family may offer little information at first since a new relationship is developing. Overt time, in the context of that relationship, the family may choose to share more of their strengths, concerns, priorities, and resources.
practices as well as what is happening within providers during this process.
MSDE: DSE/EIS

12. Family Assessment Resources
The Early Childhood Technical Assistance Center Resources
Scale for Assessment of Family Enjoyment within Routines (SAFER)
Scale for the Assessment of Teachers’ Impressions of Routines and Engagement (SATIRE)
Routines Based Interview (RBI)
MSDE: DSE/EIS

13. Check Points: High Quality Routines in Natural Environments
Specific and observable descriptions of the family’s actual and desired routines/activities, including the child’s interest and preferences, and the quality of the child’s engagement and participation
Clear descriptions of barriers to full engagement and participation in family activities and routines
Thorough descriptions of possible support for enhancing the quality of the child and/or family’s successful engagement and participation in desired family activities and routines
MSDE: DSE/EIS

14. Embedded Learning Opportunities
MSDE: DSE/EIS

15. Check Points: High Quality Strengths and Needs Summary
Clear, functional descriptions of child’s current skills in relation to same-age peers
Multiple, specific examples of child’s current skills within functional activities and routines
Full depth/breadth of each functional area
Multiple sources of information – includes family’s concerns and priorities
Child Outcomes Summary (COS) rating/descriptor statement is consistent with PLOD and strengths/needs documentation
MSDE: DSE/EIS

16. Strengths and Needs Summary
MSDE: DSE/EIS

17. Washington State Department of Early Learning – Early Intervention Online Modules

18. IFSP Outcomes: Compliance Requirements
The IFSP must include:
A statement of the measurable results or measurable outcomes expected to be achieved for the child and family
The criteria, procedures and timelines used to determine the degree to which progress toward achieving the results or outcomes is being made
MSDE: DSE/EIS

19. Extended IFSP Outcomes: Educational Component
Maryland Requirement: Extended IFSPs (for children over 3 until the beginning of the school year following the 4th birthday) must include an educational component that promotes school readiness and incorporates:
Language
Pre-Literacy and
Numeracy Skills
MSDE: DSE/EIS
Module Series

20. High-Quality, Functional Routines-Based IFSP Outcomes
Necessary and functional for child’s and family’s life
Reflect real-life contextualized settings/ routines
Cross developmental domains and are discipline-free
MSDE: DSE/EIS

21. High-Quality, Functional Routines-Based IFSP Outcomes
Jargon-free, clear and simple
Emphasize the positive, not the negative
Use active words rather than passive words
MSDE: DSE/EIS

22. Placemat Activity: IFSP Outcome Example
YES NO NO
YES NO
YES
MSDE: DSE/EIS

23. Placemat Activity: IFSP Outcome High-Quality Example
YES
YES
YES
YES
YES
YES
MSDE: DSE/EIS

24. Washington State Department of Early Learning – Early Intervention Online Modules

25. Washington State Department of Early Learning – Early Intervention Online Modules

26. Contact Information: Pam Miller, Ed.D., Birth-Five Quality Assurance Specialist

27. Resources for High-Quality, Functional Routines-Based IFSPs
Early Intervention Services: Key Principles and Practices
Tips and Techniques for Developing Participation-Based IFSP Outcomes Statements, BriefCASE, Vol 2, No o1.pdf
McWilliam, R.A. (2006). Steps to build a functional outcome. Child_Outcome.pdf
Enhancing Recognition of High Quality, Functional IFSP Outcomes
MSDE: DSE/EIS

28. Resources for High-Quality, Functional Routines-Based IFSPs
IFSP Outcomes Wizard Wizard_Overview.pdf
Engaging Families in the COS Process and Functional Outcomes and School Readiness videos
Early Intervention: A Routines-Based Approach – Part 1: Traditional vs. Routines
Early Intervention: A Routines-Based Approach – Part 2: What EI Can – and Should – Look Like
Early Intervention: A Routines-Based Approach – Part 3: Changing the Mindset
MSDE: DSE/EIS