1. Section 3
Evaluation and Assessment Documentation that Informs the 3 Global Outcomes and Eligibility Determination
Facilitator’s Notes:
Handouts used in Section 3: Evaluation and Assessment
Case Studies for Noah and Josie
Resources and Activities to Integrate the Child Outcomes into the IFSP Process (Resource)
Now we will look at what is required during evaluation of a child referred because of a developmental concern and what information needs to be collected as a part of the evaluation and assessment process in order to complete and implement a high quality IFSP process.

2. Key Principles Addressed
2. All families, with the necessary supports and resources, can enhance their children’s learning and development
4. The early intervention process, from initial contacts through transition, must be dynamic and individualized to reflect the child’s and family members’ preferences, learning styles and cultural beliefs
OSEP TA Communities of Practice – Part C Settings
Facilitator’s Notes:
Review with participants. Evaluation primarily addresses Key Principles 2 and 4.

3. Key Points What is legally required?
Statement of the child’s present levels of:
Physical development (including vision, hearing, and health status)
Cognitive development
Communication development
Social or emotional development
Adaptive development
Facilitator’s Notes:
An IFSP must contain a statement of the child’s level of functioning in each of the 5 developmental domains.
Further information :
From IFSP Instructions:
Required Content: Based on Part C of IDEA,34 CFR § (a), the IFSP must include a statement of the child’s present levels of physical development (including vision, hearing, and health status), cognitive development, communication development, social or emotional development and adaptive development based on the information from that child’s evaluation and assessments conducted under § As mandated in 34 CFR § , all evaluations and assessments of a child must be conducted in the native language of the child, unless clearly not feasible to do so.
Any assessment and/or evaluation procedures and materials that are used shall be selected and administered so as not to be racially or culturally discriminatory; no single procedure is used as the sole criterion for determining a child’s eligibility under this part; and qualified personnel conduct evaluations and/or assessments.
Purpose: This section is required to document the child’s level of functioning in each developmental area and the information that supports this determination. Information from the evaluation or assessment of the child is documented in this section. For children found eligible because of a significant delay in development, documentation must clearly indicate the significant delay along with a written description of the individual skills the child has achieved or that are absent.
Process: A child referred to EI Colorado because of a development concern is entitled to a multidisciplinary evaluation and if the child is eligible, a multidisciplinary assessment. A child who is determined to be eligible based on a diagnosed condition associated with a high probability of resulting in significant delays in development (established condition) is entitled to a multidisciplinary assessment. Qualified personnel from at least two different disciplines, one in the area of the child’s primary concern, conduct the multidisciplinary evaluation and/or assessment.
At a minimum, a multidisciplinary evaluation includes: • Administering an evaluation instrument; • Taking the history of the child through interviewing the parent; • Gathering information from other sources such as family members, other caregivers, medical providers, and social workers if necessary to understand the full scope of the child’s unique strengths and needs; and • Review of pertinent medical, educational or other records. At a minimum, a multidisciplinary assessment includes: • A review of the results of the evaluation; • Personal observation of the child; • Identification of the child’s needs in each developmental area; and • A family assessment.

4. Key Points, cont. Multidisciplinary
The child must be thoroughly evaluated or assessed in all areas with enough information to determine developmental levels and range of delay in each domain
Facilitator’s Notes:
Evaluation for a child referred with a developmental concern or assessment for a child referred with eligibility already established must be thorough in all developmental domains, with enough information gathered through multiple sources to determine the range of delay in each area.

5. Key Points, cont.
As the results are presented to the family, talk about the child’s strengths and needs in each domain as it relates to functionality in the 3 global outcomes
Wayla

6. How to Relate Skills Functionally
Skill Observed: Child is able to cross midline
Functional Example for Family: Child is able to turn the pages in a book when reading together
Relate this to Global Outcome 3: This is going to really help her to be able to use her behaviors to get her needs met
Facilitator’s Notes:
Discuss this example of how a skill that is observed during evaluation or assessment is related to a functional skill for a child within the natural environment, which is then related to one of the global outcomes. Note that the isolated skill, using jargon, would NOT be documented on the IFSP.
Discuss roles of evaluation team members:
Evaluator is reporting out to the family about skills and thinking about how the impact of that skill or a skill that the child is not yet demonstrating is impacting the child throughout their day and how it is related to tie it to a global outcome.
The service coordinator (SC) is supporting the family in fully understanding the information being shared, including asking for clarification if needed. The SC also supports the family to participate and share information. The SC ensures that family understands that the identified delay is not what will determine which early intervention services are ultimately decided upon. EI services will be based on the family’s concerns and priorities.

7. How to Relate Skills Functionally, cont.
Skill observed: Child is not able to make specific consonant sounds
Functional Example of the Family: Child is getting frustrated because the family can’t understand her
Relate this back to Global Outcome 1: Positive Social Relationships
Facilitator’s Notes:
Review second example of relating skill observed to the functional impact on the child’s participation within the daily routines of the family and then the associated global outcomes. It is important to remember that you would not say “This relates to Global outcome 1”. Instead, you would use the associated terms that go along with the description of the global outcome, such as, “This really seems to be getting in the way of having positive interactions with other members of the family.” Think about how you can frame the evaluation in the context of the global outcomes instead of the domains.
SCs should assure that the information recorded is “meaty”, asking questions if necessary. “What are the emerging skills?” “In the developmental progression, what should we expect to see next?”

8. Additional Key Points Evaluation information informs: Eligibility
Most likely provider
Area of delay does not automatically determine the service
Facilitator’s Notes:
The information from the evaluation is what determines the current levels of functioning for each domain, which enables the CCB to determine eligibility
The entire picture we have of the child and family up to this point inform the most likely provider. A child’s primary area of delay may be communication, but if the information we have from and about the family shows that the family will probably need support across domains, then an ECSE might be the most likely provider.
Points to remember: Information from evaluation, family assessment, the family’s concerns and priorities and all other information gathered informs the global outcomes.

9. Present Levels of DevelopmentX X
Facilitator’s Notes:
The separate Present Levels of Development pages are not a part of the GO4IT IFSP form. This information is now instead included in the Evaluation and Assessment Results Summary and on the Strengths and Needs summary section of the Global Outcomes page.

10. Case Study – Evaluation and Assessment
Activity 3.1
Case Study – Evaluation and Assessment
Noah and Josie
Facilitator’s Notes:
Activity 3.1
Handouts:
Case Study – Noah
Case Study - Josie
Working individually or with a partner:
Review Evaluation and Assessment Results summary for Noah, as an example
On Josie’s Evaluation and Assessment Results summary, highlight Josie’s strengths and underline her needs. Do NOT go on to the family assessment pages
3. Remind participants that this information will be reviewed and summarized during the completion of the Global Outcomes page of the IFSP

11. Community Action Try It Out
Suggestion: Information is gathered about the child by incorporating the child and family outcomes:
Tell me more about opportunities your child has to be around other children or other adults.
You mentioned going to the library. What does Jeb do with books?
It sounds like you’re concerned that Amanda is a messy eater. Tell me more about how she eats and what she does with the spoon.
See other suggestions on the document entitled “Resources and Activities to Integrate the Child Outcomes into the IFSP Process” (Resources)
Facilitator’s Notes
Handout:
Resources and Activities to Integrate the Child Outcomes into the IFSP Process
If not previously reviewed, briefly review this resource. This document gives examples of activities that a local community may choose to do as they move forward in implementing the integrated Global Outcomes/IFSP process.

12. Break Facilitator’s Notes:
If presenting the full one-day training, break here.