1. Unlimited Potential Team Training for Staff TOPIC: Developing the IFSP around Family Priorities, Child Interests, and Functional Child Goals/Objectives
Reaching UP
Stepping UP
Growing UP
October Webinar

2. Families Help their Child Learn and Develop
Goal
Understand the connections among:
Families Help their Child Learn and Develop
Meaningful
IFSP Outcomes
3 Global Child Outcomes
Functional Assessment

3. Goals of Early Intervention
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 
Now let’s focus on making the connection between what we know about how children learn and how the adults in a child’s life can best support his/her development and what professionals do with children and families. The ultimate goal of EI services is to enable children to be active and successful participants in a variety of settings throughout their lives. In order to accomplish this goal, professionals must use the methods, models and interventions supported by research to help reinforce the confidence and competence of families to meet their child’s needs and to participate in the community in ways that are meaningful to them.
The goals for children and families, as they are worded here, were developed by the Early Childhood Outcomes (ECO) Center in the process of developing the three outcomes that we now measure to show the effect of IDEA services on the development of young children ages birth through 5 years. A year long process involving stakeholders from all over the nation and from many perspectives – providers, state and local administrators, researchers, family members, TA providers, and so forth – resulted in defining the overarching goals and the specific outcomes of early intervention and early childhood special education programs.
Trainer notes:
We recommend using the hyperlink included in the slide above to show participants the ECO document as well as printing a copy prior to the training as a presenter copy. This will reduce paper handouts and allow those interested to download the document after the training. If copies are desired, the handout may be downloaded from this link, saved and printed.
The Early Childhood Outcomes Center (2005). Family and Child Outcomes for Early Intervention and Early Childhood Special Education. Retrieved from

4. How Children Learn Natural learning opportunities
Every day routines and activities of children and families
Within family and community life
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), 1-13.
Expert researchers in the field of early childhood have identified that children learn best when they are participating in naturally occurring learning opportunities that are a part of everyday routines and activities within the real life context of their families and other children they know.

5. Defining Engagement
“…amount of time children spend interacting appropriately with their environment.”
The more a child is engaged, the more positive the outcomes will be in areas such as:
Behavior,
Developmental progress,
Communication,
Problem solving, and
Interacting with others.
McWilliam, R.A. (April, 2010). Enhancing Services in Natural Environments [webinar]. Retrieved from

6. Practice for Children with Disabilities
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!
The converse is also true, for example, when children spend less time engaged, they spend less time practicing needed skills and behaviors, which will impact their ability to gain and maintain those new skills and behaviors. In fact, Gerald Mahoney’s research on young children with disabilities identified that a child with 50% delay needs twice as much practice as a typically developing child to master a new functional skill. A child with a disability needs to practice more to develop both the breadth (such as how long a child attends to an activity), and depth (applications across settings such as walking on rugs, yards, gravel) of his or her skill.
Twice as much practice is not to be confused with twice as much therapy or services. Practice happens everywhere.
Mahoney, G. (2008). The critical role of practice in the early childhood curriculum. Presentation at South Carolina Early Intervention Conference for Families and Providers.

7. Children Learn through Incredible Amounts of Practice!
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!)
Overall, children learn new skills through incredible amounts of practice. Let’s take ‘walking’ as an example. The amount of experience a toddler has with walking (not muscle strength) is the only significant predictor of improved proficiency with walking. When a toddler first learns to walk, they typically practice keeping balance in upright stance and locomotion for more than six accumulated hours per day and they average between 500 and 1500 walking steps per hour. By the end of a day, a child may have taken 9,000 walking steps and traveled the length of 29 football fields. All of this practice leads to mastery. Keep in mind that children with disabilities will need more practice to master walking.
Adolph, K. E., Vereijken, B., & Shrout, P. E. (2003). What Changes in Infant Walking and Why. Child Development, 74(2),

8. Mastery
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), 1-13.
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,
In summary, mastery occurs through frequent repetition of skills used in naturally occurring, developmentally appropriate activities across various settings.

9. Keys to Development
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!
Practice is important in helping children master fundamental skills to move to the next development level. Intrinsic motivation (i.e., driven by an interest or enjoyment in the task) promotes more practice and exploration in more contexts which leads to mastery. Specifically, intrinsic motivation can be capitalized on by providing opportunities for practice during everyday activities that are pleasurable, engaging, fun, and during interest-based. It takes time for children to master skills, and the pace is specific to the time needed by each individual child.
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

10. Parents and Caregivers Influence Learning
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
The bottom-line is this: families and caregivers (or consistent adults in a child’s life) have the greatest influence on children’s learning and development. It’s what happens between intervention visits that is most critical for learning! It is important to remember that all families and caregivers have strengths and capabilities that can be used to help the child develop and learn. To optimize learning opportunities for children, it is essential for providers and teachers to support the family’s and caregivers’ strengths and capabilities.

11. Supporting Parents and Caregivers
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
In this new paradigm, practitioners’ roles have shifted from the practitioner as the expert to the practitioner as one who shares knowledge and resources with a child’s key caregivers through adult-to-adult relationships in order to support family members in their day-to-day responsibilities of caring for their child.
Trainer notes:
At this point in the presentation, please pause to check in with your audience. It is recommended that you ask 1-2 relevant reflection questions before moving on to the next section of the presentation. The questions below are designed to assess participants’ knowledge, skills and attitude related to the content of the presentation. The trainer should select questions from the options listed below based upon the particular audience and their comments and questions to this point, and what may be needed in order to support the participants’ understanding and application of the material.
Potential questions to ask:
“Does this information about supporting families resonate with you?”
“What are you already doing to support families?”
“In what ways, if any, might you need to change your own practice?”
“What additional supports and resources might you need?”
“Do you have any questions?”
Hanft, B. (April, 2010). Enhancing Services in Natural Environments [webinar]. Retrieved from

12. Requirements for IFSP Outcomes
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)
Let’s focus on Part C for a few minutes to discuss developing IFSP outcomes.
The Part C Regulations released in September 2011 state that the 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); and
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.

13. IFSP Child Outcomes Child outcomes enhance the child’s ability to
participate in typical activities and are linked to
typical routines:
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
Often, IFSP child outcome statements are participation-based, focusing on the child’s interests and assets that will provide opportunities for learning and development. Other times, IFSP outcome statements focus on the routines and activities that parents want or need to go more smoothly, such as mealtimes or bedtime routines.
Child Outcomes should:
Enhance the child’s learning through functional participation in everyday activities (child is learner/actor),
Be important and meaningful to the family/caregiver (their priorities),
Expand activity settings in which the child can be competent, and
Be based on the child’s interests.

14. Strategies to Meet IFSP Outcomes
Objectives / Action Steps Answers the Question: What will we do to accomplish the outcome or goal?
Strategies and objectives specify who will do what in which everyday routines, activities and places.
The next step, after creating high quality IFSP outcomes is to determine strategies or objectives for meeting those outcomes and goals. In other words, what will we do to accomplish the outcome or goal? Strategies and objectives determine who will do what in which everyday routines, activities, and places.

15. Developing Strategies to Meet IFSP Outcomes
IFSP Strategies (Objectives) Must:
Help meet the IFSP goal
Be based on how all children learn throughout the course of everyday life, at home, in early care and education settings, and in the community
Be developmentally appropriate for the child
Focus on naturally occurring learning opportunities whenever possible
Specifically, strategies for IFSP outcomes must:
Help achieve the outcome,
Be based on how all children learn throughout the course of everyday life, at home, in early care and education settings, and in the community,
Be developmentally appropriate for the child,
Focus on naturally occurring learning opportunities whenever possible,
Build on familiar activities and routines, and
Describe who will do what.

16. Developing Strategies to Meet IFSP Outcomes
Action Steps/Outcomes (the strategies) Must:
Support caregivers to provide children with everyday learning experiences and opportunities that strengthen and promote a child’s competence and development
Support learning that occurs in context of things that have high levels of interest and engagement for child and family
Describe who will do what, when, where, and how so that caregivers can implement these strategies to support their child’s early learning.

17. Information for the Team to Consider When Developing Action Steps (Objectives):
Consider what’s working and what’s challenging in everyday routines and activities at home and other locations.
Consider the child’s interests and abilities and embed strategies within these activities.

18. Information for the Team to Consider When Developing Objectives:
Consider how the child’s developmental skills, needs and disability influence the child’s learning and participation in everyday routines and activities and how to help the child be more participatory.
Consider which other important people in the child’s life can join in and participate in implementing strategies that give the child chances to practice during play and other activities.

19. Information for the Team to Consider When Developing Objectives:
At the IFSP meeting, after the action steps/objectives have been developed, the team can “check their work” by considering:
Do these strategies build on child and family interests?
Are these strategies going to take place within the activities and routines this family has described?
Do these strategies clearly describe who will do what and when?

20. EI Services to Meet IFSP Outcomes
Overall, deciding what will be necessary to support the caregivers in implementing the action steps/objectives to reach each functional IFSP outcome (goal) is the basis for decisions about what services are necessary.
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 for infants, 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,
Services for children birth through five should be based on what is necessary for the child to achieve each functional outcome or goal. It is important to always consider the need for assistive technology and supplementary aids and supports to ensure meaningful participation in everyday activities and routines, with peers, and in the community.

21. Review: Steps in the Process
First… develop IFSP outcomes based on family assessment information Then…develop with the family steps (objectives) to reach the goals Then...determine caregivers’ formal and informal resources Then… determine placement, services and supports based on what is necessary to support caregivers in implementing their IFSP to meet the outcomes
Remember to develop the outcome or goal before determining placement, services and supports. The services a child needs to receive should be based on the outcome or goal, not the other way around. Placement or location of services should be based on whether or not the outcome and goal can be met in the least restrictive or natural environment.

22. EI Services Focus on Successful Participation
Services should strengthen family’s 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 should strengthen the family’s and caregivers’ capacity to use their routines and everyday activities as opportunities for their child to learn and practice. The goal is to improve the child’s participation in family and community activities that are important to the family. Helping a family create opportunities for their child’s successful participation in routines and activities will lead to more practice and learning and, ultimately, mastery of skills. Services should also help families and caregivers feel confident about making adaptations to help their child become successful during challenging activities.

23. Information for the Team to Consider When Selecting Services to Meet Goals
Consider which caregivers will be involved in implementing specific objectives and what kind of support each adult will need in order to successfully implement the IFSP strategies.
Consider adult learning styles and preferences – who on the team is best suited to working with the adults in this child’s life?
What level of service will provide support without disrupting family life and activities too much?

24. Services to Meet IFSP Outcomes
Frequency and intensity of services need to be based on the amount of support the family/caregiver needs in using natural learning opportunities throughout everyday routines and activities at home and in community settings. “Services” provided too frequently can be disempowering or send the message that the parent/caregiver/teacher is not competent. The team considers:
“How often does the family/caregiver/teacher need support to be comfortable in using intervention strategies?”
“How often will the child’s intervention likely need to be changed?”
Jung, L. (2003). More is better: Maximizing natural learning opportunities. Young Exceptional Children, 6(3), )

25. Services to Meet the Outcomes
More is better* –
BUT this means more learning opportunities
NOT more services
Learning is what happens between professional’s contacts with child/family
Throughout the child’s day
In everyday routines and activities
Through multiple repetitions and lots of practice
The way all young children learn and participate with families and friends in their communities
Jung, L. (2003). More is better: Maximizing natural learning opportunities. Young Exceptional Children, 6(3),
Overall, more is better. However, this does not mean loading an IFSP/IEP with services. It means providing more learning opportunities throughout a child’s day, in everyday routines, and activities using multiple repetitions and lots of practices. As has been mentioned before, all services listed on an IEP or IFSP should be purposeful and necessary to help children achieve their functional outcomes or goals.

26. Reflection /Discussion:
What do you take away from the information about the relationship between family assessment, functional outcomes, family support, and IFSP services and service levels?
Trainer notes:
At this point, ask participants what lingering questions they may have from the activity or the content presented during the day.
Prior to concluding the session, you may want to consider distributing evaluations for the session. In addition to sending/handing out evaluations, you may also want to verbally debrief the session with a few questions, such as:
“What have you learned from this training?”
“What, if anything, might you do differently in your work?”

27. ITCA Tipping Points Survey (2016) Part C Implementation: State Challenges and Responses
The number of delivered service hours per child per month (excluding service coordination and evaluation/assessment) ranged from 1.4 hours to hours with a median of 6 hours.
Lead Agency
Health (7)
Education (4)
Other (6)
Ave hrs of delivered service per month
5.7
6.9
7.9
Eligibility Category
Category A (7)
Category B (6)
Category C (4)
5.4
7.6
8.1
Demographics of States Responding to the Survey
ITCA received responses from forty-eight states and jurisdictions. For the purpose of analysis, states self-identified their status for eligibility criteria and type of lead agency. While OSEP has discontinued categorizing states by eligibility criteria, ITCA members have requested that eligibility continue to be one of the components of analysis. The ITCA Data Committee, with membership approval, established the criteria for eligibility categories and states self-selected their eligibility status using the following criteria:
 Category A: At Risk, Any Delay, Atypical Development, one standard deviation in one domain, 20% delay in two or more domains, 22% in two or more domains, 25% delay in one or more domains;
 Category B: 25% in two or more domains, 30% delay in one or more domains, 1.3 standard deviations in two domains, 1.5 standard deviations in any domain, 33% delay in one domain; and
 Category C: 33% delay in two or more domains, 40% delay in one domain, 50% delay in one domain, 1.5 standard deviations in 2 or more domains, 1.75 standard deviations in one domain, 2 standard deviations in one domain, and 2 standard deviations in two or more domains.
ITCA places lead agencies into three categories: Health, Education and Other (this includes Developmental Disabilities, Human Services, Early Learning Agencies and includes co-leads). States self-identify type of lead agency.
Information about lead agency categories and eligibility categories can be found in the “under the slide” notes box.

28. Discussion:
What information from the 2016 Tipping Points Survey stood out to you and why?
Trainer notes:
At this point, ask participants what lingering questions they may have from the activity or the content presented during the day.
“What are some next steps you might take as a result of this training?”

29. Questions? Trainer notes:
At this point, ask participants what lingering questions they may have from the activity or the content presented during the day.
Prior to concluding the session, you may want to consider distributing evaluations for the session. In addition to sending/handing out evaluations, you may also want to verbally debrief the session with a few questions, such as:
“What have you learned from this training?”
“What, if anything, might you do differently in your work?”
“What are some next steps you might take as a result of this training?”

30. Putting It into Practice Activity
Reflect on what you’ve learned, then practice it (try it out in the field). Post your answer on the blog spot at:
AA: How will this information help you explain the Part C early intervention program to families differently? (include in your answer how you have explained EI to parents in the past compared to how you will now – what is different) SC: How will this training change your approach to IFSP development? (include in your answer how you have prepared parents to participate in IFSP meetings in the past and how you have developed IFSPs in the past compared to how you will now – what is different) QA: How will this information change the way you look at child records to assess quality? (include in your answer what things you looked for in the past and what additional things you might look at now, how you might look at IFSP and other documentation like the family assessment differently now – what is different)

31. Developed by:
This presentation was adapted from the Developing High Quality, Functional IFSP Outcomes, developed by
Anne Lucas, ECTA Center / WRRC; Kathi Gillaspy, ECTA Center / ECO; Mary Peters, ECTA Center
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
This presentation was adapted from presentations originally created by staff from the Early Childhood Technical Assistance Center (ECTA Center) and the Western Regional Resource Center (WRRC) and reviewed by staff from the South Eastern Regional Resource Center (SERRC), and the Department of Defense/ Army Early Intervention Services.