Integrating Outcomes Measurement work Into the IFSP and IEP Processes

1. Ideas from the Outcomes Think Tank Integrating Outcomes Measurement work Into the IFSP and IEP Processes

2. Identification and Referral • Gather family’s concerns and general information about child following program procedures • Use 3 global outcomes as organizing framework for first conversations with family ( “how does he get along with his brothers and sisters?”)* • Discuss reasons for referral, triggering probes for child’s functioning in the 3 global outcomes • Provide general information about program • Share program brochure describing vision of program and information about 3 global outcomes and family outcomes • Determines family’s interest in accessing program services and scheduling initial visit

3. Include Program Descriptions Emphasizing Participation “Early intervention provides supports and services to assist families and caregivers in enhancing their child’s learning and development to assure his or her successful participation in home and community life”

4. Explain Outcomes Measurement as Supporting Participation • The measurement of child outcomes for federal accountability promotes 3 functional outcomes appropriate for all children from infancy through their early childhood years which support successful participation in family & community life: • Develop secure & healthy relationships • Gain knowledge & skills • Explore and master appropriate ways to get one’s need met

5. Intake and Family Assessment • Conduct screening, if appropriate; • Explain program in detail, communicating purpose of program as well as child and family outcomes to be measured • Determine with family if they wish to have child evaluated and assessed • Gather information about child and family,incorporating 3 global outcomes • Use outcomes framework to think about child’s functioning, discussing everyday routines and activities of child and family • Use information gathered at intake to help determine evaluation team • Gather and document information about the child’s functioning through naturalistic observation • Gather information about family concerns and priorities for their child and family • Gather information about family resources

6. Child Evaluation and Functional Assessment • Team, including family, conducts evaluation and assessment, determines eligibility, and provides parental prior notice/rights on eligibility decision. • Evaluation and eligibility assessment(s) should guide IFSP development • Embed functional authentic assessment into conversations with families • Build upon intake information • Probe for functioning in 3 global outcomes • Probe for functioning in daily routines • Probe for functional information on Present Levels of Development by domain • Facilitate and document observation of child in natural environment • Document the child’s functioning in 3 outcomes through narrative and culminating statements

7. IFSP Development • IFSP team, including family, meets to develop IFSP including: • Review parents’ priorities and concerns • Summarize present levels of development functionally • Describe how child uses skills in the 3 global outcomes areas • Based on all information already gathered, review COSF culminating statements which correlate with ratings • Establish functional and measurable individual child & family outcomes • Identify strategies • Identify necessary services and timelines to begin services

8. Many Potential Variations in Practice Numbers of phone calls and visits to get the work done When /how to discuss the present levels of development and the skills and functioning in the context of the global outcomes When to actually decide the culminating statement and rate the COSF Share the ratings or just the statements of development with families?

9. For the IEP…. Identification and Referral • Receive referral or parental request for evaluation • Infuse information about 3 global outcomes into the processes of information gathering throughout child identification and referral. • Provide a written copy of procedural safeguards to parents • Explain program in detail. Describe process and purpose of the three global outcomes to be measured for federal reporting • Determine with family if they wish to have child evaluated for eligibility and services

10. Child Evaluation and Assessment (IEP) • Request and review existing developmental & medical information, including Part C exit COSF if possible • Gather parent concerns. Probe for information on concerns in the three outcome areas • Team conducts evaluation/assessment. Embed functional authentic assessment into conversations with families • Probe family for functional information on child • Describe present levels of functioning in functional ways so it can be used for IEP development and the COSF rating • Document supporting evidence for COSF throughout assessment and evaluation process. Consider populating COSF as you go. • Determine eligibility

11. IEP Development • IEP team, including family, meets to develop IEP including: • Documenting child’s strengths and Present levels of educational performance • Documenting COSF rating as IEP team discusses present levels • Age-anchoring child’s skills and behaviors using age-reference tools • Parents’ priorities & concerns • Establishing functional and measurable goals • Identifying strategies • Determining necessary services

12. IEP Service Delivery • Provide IEP services • Monitor progress • Document and share child’s progress on the IEP goals and in the three global outcome areas with family regularly