integrating the child outcomes into the ifsp process anne brager, va part c program sherri britt...
TRANSCRIPT
Integrating the Child Outcomes into the IFSP
ProcessAnne Brager, VA Part C Program
Sherri Britt Williams, NC Part C Program
Kathi Gillaspy, ECTA Center
May 22, 2014
2014 Inclusion Institute1
Why Integrate Outcomes?
2
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 2012. From http://www.fpg.unc.edu/~eco/assets/pdfs/ECO_Outcomes_4-13-05.pdf
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 http://www.nectac.org/~pdfs/topics/families/Finalmissionandprinciples3_11_08.pdf
•Seven Key Principles Looks Like/Doesn’t Look Like http://www.nectac.org/~pdfs/topics/families/Principles_LooksLike_DoesntLookLike3_11_08.pdf
4
Mission of Early Intervention Services
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
needs5
3 Global Child Outcomes
• 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 Measurementinto IFSP Process
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
• 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 www.the-eco-center.org.
8
The Right People, the Right Situation,the Right Time
Integrating Outcomes Measurement:
Focus and Purpose
Integration – Outcomes and IEP Processes
• Not just about creating a more seamless process…not just details and how
BIG• Critical to the picture of what we are all trying to accomplish
Disconnect?
• States accountable for….• Programs working
toward….• Providers focus on….• Children achieve….
Alignment Across Levels
• States accountable for….• Programs working
toward….• Providers focus on….• Children achieve….
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
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?
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
The 3 Outcomes as a Guiding Framework
The 3 functional outcomes can be a framework, a lens, for viewing child functioning and planning
intervention
Global Outcomes =Having positive social relationships
Taking appropriate action to meet needs
Acquiring and using knowledge and skills
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
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
Assessment
Global Outcomes =Having positive social relationships
Taking appropriate action to meet needs
Acquiring and using knowledge and skills
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.
IEP Development
Global Outcomes =Having positive social relationships
Taking appropriate action to meet needs
Acquiring and using knowledge and skills
IEP Development
Global Outcomes =Having positive social relationships
Taking appropriate action to meet needs
Acquiring and using knowledge and skills
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
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
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
Active and Successful Participation
Army EDIS
Virginia
• Option to integrate narratives from initial training
in Jan/Feb 2007.
• 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
Integrating the Child Indicatorsin 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
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
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
33Infant & Toddler Connection of Virginia
Regular Meetings with Ongoing Assessment
Infant & Toddler Connection of Virginia 34
Indicator Statement
Indicator Statement
Functional narrative related to the
specific indicator
Functional narrative related to the
specific indicator
Getting From Domains to Indicators
The “Book”
Guiding Questions
Feedback on Narratives
Indicator Statements
• Feedback provided to each system on 2-3 IFSPs per month
• Feedback also provided to each system statewide before full statewide implementation
39Infant & Toddler Connection of Virginia
Feedback on Narratives
Connecting the Dots in Virginia
• Replaced state principles with national 7 Key Principles
• Child Outcomes Gone Awry: Putting the Pieces Together trainingshttp://www.youtube.com/watch?v=BoTuVtijx34
• Statewide Coaching Initiative• Connection of Key Principals Visuals
40Infant & Toddler Connection of Virginia
Connecting the Dots- the what, the why and the how
41Infant & Toddler Connection of Virginia
42Infant & Toddler Connection of Virginia
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
43Infant & Toddler Connection of Virginia
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
44Infant & Toddler Connection of Virginia
Child Indicator Guiding Questions
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
Integrating Child Outcomes With the IFSP Process
North Carolina’s Journey
Graphic developed by:Maryland State Department of Education Division of Special Education/Early Intervention ServicesEarly Childhood Intervention and Education BranchJune 2011
49
Exploration
• Articulate Desired Changes/Results
• Compare Approaches
• Explore Implementation
• Conduct Public Awareness
• Move On To Installation
Installation
• 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
ExplorationPhase
Benefits of Integrating Child Outcomes With IFSP Process
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
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
Families Local Program Staff
Intervention Providers
Statewide Program
ExplorationPhase
52
InstallationPhase
53
InstallationPhase
54
Initial Implementation
Stage
ImplementationTeam
Staff Team Meetings
Individual Supervision
State Leadership/
Support
55
Initial Implementation
Stage
56
Essential Components
Dedicated State Level
TA and Support
Local Implementation
Teams
Communication and Feedback
LoopsPractice Time
Evaluation of Fidelity and
Quality
Reviewing and Revising
57
Key Resources
Virginia’s Child
Indicators Booklet
Maryland’s Family
Worksheet
Decision Tree (adapted)
Guide to Documenting
Global Outcomes
Ratings (adapted)
PACER Center’s
Family Guide to
Participating in the Child Outcomes
Rating Process
Time to get your feet wet!
58
Integrating Outcomes Resources
59
• ECTA Website - Outcomes Measurement – Integrating Outcomes into the IFSP
http://ectacenter.org/eco/pages/integration.asp Considerations for Implementation Flow charts and activities Training resources State resources and sample IFSPs
• Integrating Outcomes Learning Community:http://ectacenter.org/eco/pages/learning_comm.asp
Monthly calls Secure website Face to face meeting at conferences
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, 2014
2014 Inclusion Institute
60