PowerPoint - 2015 Early Childhood Inclusion Institute

Report
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, 2014
2014 Inclusion Institute
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Why Integrate Outcomes?
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Goal 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
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
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Mission of Early Intervention Services
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
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3 Global Child Outcomes
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
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Integrating Outcome Measurement
into IFSP Process
• 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)
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Making the Connection:
Using Functional Assessment
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.
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The Right People, the Right Situation,
the Right Time
• 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.
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Integrating Outcomes Measurement:
Focus and Purpose
Integration – Outcomes and IEP
Processes
• Not just about creating a more seamless
process…not just details and how
• Critical to the
trying to accomplish
picture of what we are all
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
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
What Might it Look Like?
Intervention
Intervention
Global Outcomes =
Having positive
social relationships
Taking appropriate
action to meet needs
Acquiring and using
knowledge and skills
What Might it Look Like?
IFSP/IEP Review
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
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
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Integrating the Child Indicators
in Virginia
Understanding that the 3 child indicators serve as
the foundation for the full EI process
Understanding that information related to the 3
child indicators begins at referral and continues
throughout the EI process
Introduced new Indicator Statements
Introduced a new IFSP format for writing ASP narratives
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
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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
Infant & Toddler Connection of Virginia
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Regular Meetings with Ongoing
Assessment
Infant & Toddler Connection of Virginia
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Functional narrative
related to the
specific indicator
Functional narrative
related to the
specific indicator
Indicator
Statement
Indicator
Statement
The “Book”
Guiding
Questions
Indicator Statements
Feedback on Narratives
Getting From Domains to
Indicators
Feedback on Narratives
• Feedback provided to
each system on 2-3
IFSPs per month
• Feedback also provided
to each system statewide
before full statewide
implementation
Infant & Toddler Connection of Virginia
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Connecting the Dots in Virginia
• Replaced state principles with national 7
Key Principles
• Child Outcomes Gone Awry: Putting the
Pieces Together trainings
http://www.youtube.com/watch?v=BoTuVtijx34
• Statewide Coaching Initiative
• Connection of Key Principals Visuals
Infant & Toddler Connection of Virginia
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Connecting the Dots- the what, the
why and the how
Infant & Toddler Connection of Virginia
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Infant & Toddler Connection of Virginia
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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
Infant & Toddler Connection of Virginia
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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
Infant & Toddler Connection of Virginia
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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 Services
Early Childhood Intervention and Education Branch
June 2011
Stages of Implementation
Exploration
Installation
Initial
Implementation
• Articulate Desired
Changes/Results
• Secure Leadership
Support
• Implement
Training & TA
• Compare
Approaches
• Develop a
Communication
Plan/Message
Materials
• Implement an
Integrated IFSP
and COM Process
• Explore
Implementation
• Conduct Public
Awareness
• Move On To
Installation
• Build
Implementation
Team
• Determine System
Supports
• Build Training &
Technical
Assistance
Capacity
• Develop an
Implementation
Plan
• Move on to Initial
Implementation
• 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
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Exploration
Phase
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Exploration
Phase
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 interrater 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
Installation
Phase
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Installation
Phase
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Initial
Implementation
Stage
Individual
Supervision
State
Leadership/
Support
Staff Team
Meetings
Implementation
Team
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Initial
Implementation
Stage
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Essential Components
Dedicated
State Level
TA and
Support
Evaluation of
Reviewing
Implementation and Feedback Practice Time Fidelity and
and Revising
Teams
Loops
Quality
Local
Communication
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Key Resources
Virginia’s
Child
Indicators
Booklet
Maryland’s
Family
Worksheet
PACER
Center’s
Guide to
Family Guide
Documenting
to
Decision Tree
Global
Participating
Outcomes
(adapted)
in the Child
Ratings
Outcomes
(adapted)
Rating
Process
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Time to get your feet
wet!
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Integrating Outcomes Resources
• ECTA Website - Outcomes Measurement –
Integrating Outcomes into the IFSP
http://ectacenter.org/eco/pages/integration.asp
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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
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Integrating the Child Outcomes into
the IFSP Process
Contact Information
Anne Brager, VA Part C Program
[email protected]
Sherri Britt Williams, NC Part C Program
[email protected]
Kathi Gillaspy, ECTA Center
[email protected]
May 22, 2014
2014 Inclusion Institute
60

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