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Presented in collaboration with Developing High-Quality, Functional IFSP Outcomes and IEP Goals.

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Presentation on theme: "Presented in collaboration with Developing High-Quality, Functional IFSP Outcomes and IEP Goals."— Presentation transcript:

1 presented in collaboration with Developing High-Quality, Functional IFSP Outcomes and IEP Goals

2 2 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 Anne Lucas ECTA Center / WRRC Kathi Gillaspy ECTA Center / ECO Mary Peters ECTA Center Developers

3 3 Meaningful IFSP Outcomes and IEP Goals 3 Global Child Outcomes Functional Assessment Understand how to: Develop strategies for IFSP outcomes Develop objectives for IEP goals Make service decisions Goal

4 IFSP Strategies IEP Objectives Services to Meet Outcomes and Goals SECTION 5 ___________________________________________________________ IFSP Strategies to Meet Outcomes and IEP Objectives to Meet Goals

5 5 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. Strategies to Meet IFSP Outcomes and Objectives to Meet IEP Goals

6 6 Strategies 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 Developing Strategies to Meet IFSP Outcomes

7 7 Strategies must: Support primary 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 Developing Strategies to Meet IFSP Outcomes

8 8 Objectives must be: Designed to support the achievement of the goal Used to measure the progress toward achieving the goal Written in measurable language Developing Strategies to Meet IEP Goals

9 9 Overall, deciding what will be necessary to achieve each functional outcome/goal is the basis for decisions about services needed Always consider the need for assistive technology and supplementary aids and supports to ensure meaningful participation in settings and with peers 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 to Meet Outcomes and Goals

10 10 There are two broad questions that the team should consider in determining the frequency of supports and services needed to meet the outcomes: “How often will the child’s intervention likely need to be changed?” “How often does the family/caregiver/teacher need support to be comfortable in using intervention strategies?” Jung, L. (2003). More is better: Maximizing natural learning opportunities. Young Exceptional Children, 6(3), ) Services to Meet IFSP Outcomes

11 11 In determining the frequency of special education and related services needed to meet IEP goals, the team should consider: The present levels of functional and academic performance (or activities of a preschool child) and the rate of progress The level of support necessary for the child to make progress 34 CFR § Services to Meet IEP Goals

12 12 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), Services to Meet the Outcomes / Goals

13 Questions?

14 We value your experiences and suggestions, which we use to improve our TA products and services. If you used this product, please consider evaluating it at: Your feedback is important to us. Thank you for your time and attention! Evaluate this training package online!

15 15 This product was developed collaboratively with staff from ECTA Center and WRRC in response to the need expressed from state and local providers to have specific information and resources about developing IFSP outcomes and IEP goals. The full training package, including a full reference list, is freely available online: Firstname Lastname Title Organization Firstname Lastname Title Organization Contact Information


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