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Integrating the Child Outcomes into the IFSP Process Anne Brager, VA Part C Program Sherri Britt Williams, NC Part C Program Kathi Gillaspy, ECTA Center.

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Presentation on theme: "Integrating the Child Outcomes into the IFSP Process Anne Brager, VA Part C Program Sherri Britt Williams, NC Part C Program Kathi Gillaspy, ECTA Center."— Presentation transcript:

1 Integrating the Child Outcomes into the IFSP Process Anne Brager, VA Part C Program Sherri Britt Williams, NC Part C Program Kathi Gillaspy, ECTA Center May 22, Inclusion Institute 1

2 Why Integrate Outcomes? 2

3 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 3 Goal of Early Intervention The Early Childhood Outcomes Center (2005). Family and Child Outcomes for Early Intervention and Early Childhood Special Education. Retrieved August From

4 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 4 Mission of Early Intervention Services

5 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 5 3 Global Child Outcomes

6 The IFSP 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) 6 Integrating Outcome Measurement into IFSP Process

7 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. 7 Making the Connection: Using Functional Assessment

8 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 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 ECO website at 8 The Right People, the Right Situation, the Right Time

9 Integrating Outcomes Measurement: Focus and Purpose

10 Integration – Outcomes and IEP Processes Not just about creating a more seamless process…not just details and how Critical to the picture of what we are all trying to accomplish

11 Disconnect? States accountable for…. Programs working toward…. Providers focus on…. Children achieve….

12 Alignment Across Levels States accountable for…. Programs working toward…. Providers focus on…. Children achieve….

13 Ultimate Goals for EI and ECSE 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.” Based on the ECO stakeholder process when identifying 3 functional outcomes

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15 What is the Framework Guiding Our Thinking? Providers always bring some kind of framework for taking information about the skills a child currently uses and planning where they want to see the child go next Are these guiding ideas explicit or unspoken? Are they using a unified framework or multiple frameworks?

16 Examples of Guiding Frameworks The items on a specific assessment tool A milestone checklist or series of skills to learn based on a provider’s specialty area A specific curriculum, with assessment identifying starting point Whatever the family wants Early Childhood Outcomes Center

17 The 3 Outcomes as a Guiding Framework The 3 functional outcomes can be a framework, a lens, for viewing child functioning and planning intervention

18 Global Outcomes = Having positive social relationships Taking appropriate action to meet needs Acquiring and using knowledge and skills

19 Why Use the Outcomes?? Socially validated – reflect what we are trying to achieve Functional They’re integrated – emphasize the whole child Flexible – not wedded to one particular assessment, curriculum, or level of child functioning

20 What Might It Look Like? Assessment What does our assessment tell us about the child’s functioning in each outcome area across settings and situations? Organizer for planning breadth and type of assessment approaches needed and who should be involved in it Organizer for writing or sharing results Produces information for outcomes and planning

21 Assessment Global Outcomes = Having positive social relationships Taking appropriate action to meet needs Acquiring and using knowledge and skills

22 What Might It Look Like? IEPs Planning IEP goals: Has the team considered how to write individualized outcomes that continue help the child progress in each of the 3 outcome areas? Will the individualized goals written support effective participation (overarching goal)? With global outcomes as an organizer for where we want the child to go, use of discrete, domain-specific objectives won’t make sense.

23 IEP Development Global Outcomes = Having positive social relationships Taking appropriate action to meet needs Acquiring and using knowledge and skills

24 IEP Development Global Outcomes = Having positive social relationships Taking appropriate action to meet needs Acquiring and using knowledge and skills

25 Intervention What Might it Look Like? Intervention Global Outcomes = Having positive social relationships Taking appropriate action to meet needs Acquiring and using knowledge and skills

26 IEP Review What Might it Look Like? IFSP/IEP Review Global Outcomes = Having positive social relationships Taking appropriate action to meet needs Acquiring and using knowledge and skills

27 Benefits More understandable, measureable individualized IFSP outcomes Families can tell when their children are achieving desired outcomes Reinforces the assessment and planning cycle Improves practice Supports progress in the overarching areas that are central to early intervention Early Childhood Outcomes Center

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29 Army EDIS

30 Virginia Option to integrate narratives from initial training in Jan/Feb In 2011, identified need to update training materials. –Group of LSMs, providers, state TA, state staff –Training wasn’t enough – it was philosophical shift that was needed 30

31 Integrating the Child Indicators in Virginia Understanding that the 3 child indicators serve as the foundation for the full EI process Introduced new Indicator Statements Introduced a new IFSP format for writing ASP narratives Understanding that information related to the 3 child indicators begins at referral and continues throughout the EI process

32 Virginia’s Integration of Child Outcomes into IFSP Process Quality Practices provided the foundation of VA’s integration Focus was on process not changes to the IFSP form Consistent framework statewide 32

33 Keys to Successful Implementation Early Implementers chosen from regions across the state Quality Practices aligned with Virginia’s IFSP process Each component rolled out one month at a time 33 Infant & Toddler Connection of Virginia

34 Regular Meetings with Ongoing Assessment Infant & Toddler Connection of Virginia34

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36 Indicator Statement Functional narrative related to the specific indicator

37 Getting From Domains to Indicators The “Book” Guiding Questions Feedback on Narratives Indicator Statements

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39 Feedback provided to each system on 2-3 IFSPs per month Feedback also provided to each system statewide before full statewide implementation 39 Infant & Toddler Connection of Virginia Feedback on Narratives

40 Connecting the Dots in Virginia Replaced state principles with national 7 Key Principles Child Outcomes Gone Awry: Putting the Pieces Together trainings Statewide Coaching Initiative Connection of Key Principals Visuals 40 Infant & Toddler Connection of Virginia

41 Connecting the Dots- the what, the why and the how 41 Infant & Toddler Connection of Virginia

42 42 Infant & Toddler Connection of Virginia

43 Local Uses of QP in Virginia Initial and follow-up self assessment Electronic Health Record TA’s use it to orient new local system managers LSM’s use it for orientation and training 43 Infant & Toddler Connection of Virginia

44 Local Uses of QP in Virginia Single Point of Entry and service coordinators use it to explain EI and introduce child and family outcomes Some LSMs use it as an observation and feedback tool for staff and contractors Focused trainings based on outcomes results 44 Infant & Toddler Connection of Virginia

45 Child Indicator Guiding Questions

46 Essential Components/Next Steps Essential Components: Feedback Not a one time training Next Steps: Continue to connect the dots Explore formal integration of family outcomes Coordinate this work with the SSIP

47 Integrating Child Outcomes With the IFSP Process North Carolina’s Journey

48 Graphic developed by: Maryland State Department of Education Division of Special Education/Early Intervention Services Early Childhood Intervention and Education Branch June 2011

49 49Exploration Articulate Desired Changes/Results Compare Approaches Explore Implementation Conduct Public Awareness Move On To InstallationInstallation Secure Leadership Support Develop a Communication Plan/Message Materials Build Implementation Team Determine System Supports Build Training & Technical Assistance Capacity Develop an Implementation Plan Move on to Initial Implementation Initial Implementation Implement Training & TA Implement an Integrated IFSP and COM Process Support Reflection & Use of Feedback Loops Adapt and Adjust Infrastructure to Support Practices Evaluate Fidelity and Quality of Initial Efforts Make Changes to Support Sustainability Full Implementation Maintain & Improve Skills and Practice Maintain Infrastructure for Data Collection and Monitoring Assess Implementation of Integrated Process Create Organizational Structures to Support Integrated Process Take Action to Ensure Sustainability Stages of Implementation

50 50 ExplorationPhase

51 Understanding how child is functioning compared to age expectations Gaining confidence in ability to observe child & share observations with others Learning to track and celebrate progress Being active in IFSP discussions and development of IFSP outcomes Understanding how child is functioning compared to age expectations Gaining confidence in ability to observe child & share observations with others Learning to track and celebrate progress Being active in IFSP discussions and development of IFSP outcomes Relating evaluation and assessment results to child outcomes and discussing as a team, including the parent/caregiver Keeping focus on how child functions during everyday situations and routines Improving inter- rater reliability Relating evaluation and assessment results to child outcomes and discussing as a team, including the parent/caregiver Keeping focus on how child functions during everyday situations and routines Improving inter- rater reliability Planning interventions to impact child outcomes Discussing with family how observations and interventions relate to child outcomes Discussing progress within the context of child outcomes and how child is functioning compared to age expectations Planning interventions to impact child outcomes Discussing with family how observations and interventions relate to child outcomes Discussing progress within the context of child outcomes and how child is functioning compared to age expectations Helping local programs use child outcome data to inform local decisions about practice, including improvement planning Providing families and other stakeholders information about statewide child outcomes data and how it is used to inform statewide planning Helping local programs use child outcome data to inform local decisions about practice, including improvement planning Providing families and other stakeholders information about statewide child outcomes data and how it is used to inform statewide planning ExplorationPhase

52 52 InstallationPhase

53 53 InstallationPhase

54 54 Initial Implementation Stage

55 55 Initial Implementation Stage

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57 57

58 Time to get your feet wet! 58

59 Integrating Outcomes Resources 59 ECTA Website - Outcomes Measurement – Integrating Outcomes into the IFSP Considerations for Implementation Flow charts and activities Training resources State resources and sample IFSPs Integrating Outcomes Learning Community: Monthly calls Secure website Face to face meeting at conferences

60 Integrating the Child Outcomes into the IFSP Process Contact Information Anne Brager, VA Part C Program Sherri Britt Williams, NC Part C Program Kathi Gillaspy, ECTA Center May 22, Inclusion Institute 60


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