Developing High-Quality, Functional IFSP Outcomes In Kansas tiny-k Programs

1. Developing High-Quality, Functional IFSP OutcomesIn Kansas tiny-k Programs KDEC 2014 Presenters: Kelly Jorgensen, Peggy Kemp, Sarah Walters Kansas Department of Health and Environment – Infant Toddler Services Kansas Inservice Training System – KITS – University of Kansas

2. Goal Understand how to: • Develop IFSP outcomes • Rate the quality of outcomes and goals

3. Using Informationto Develop Outcomes/Goals Start with parents’/caregivers’ priorities about child’s learning/development and/or family’s needs Consider what’s working and what’s challenging in everyday routines and activities Consider how the child’s developmental skills, needs and disability influence the child’s learning and participation in everyday routines and activities

4. Relationship of Outcomes to Services First… develop IFSP outcomes based on functional, authentic assessment information Then… Determine services and supports based on what is necessary to meet the outcomes

5. IFSP Outcomes • IFSP Outcomes: “What would your family like to see happen for your child/family?” • Two types of outcomes • Child Outcomes • Family Outcomes

6. IFSP Child Outcomes Two types of child outcomes: Participation-based Routine/activity-based Child outcomes should: Enhance learning through functional participation in everyday activities (child is learner/actor) Be important and meaningful to the family/caregiver (priorities) Expand activity settings so child can be competent Be based on child’s interests

7. IFSP Family Outcomes Two types of family outcomes: Participation-based Resource-based Family outcomes should: Enhance capacity of (family is learner/actor) Support accessing community resources and supports (service coordinator supported) Be important and meaningful to the family/caregiver (priorities) Be based on family’s interests

8. Developing Criteria, Procedures and Timelines • Whatare the ways in which the family and team will work toward achieving this outcome? • Whowill help and what will they do? • Howwill the team know they’ve made progress or if revisions are needed to outcomes or services?

9. High-Quality, Functional IFSP Outcomes • Necessary and functional for child’s and family’s life • Reflect real-life contextualized settings • Discipline-free • Jargon-free, clear and simple • Emphasize the positive • Avoid use of passive words (e.g., tolerate, receive, improve, maintain)

10. Developing High-Quality, Functional IFSP Outcomes RatingIFSP Outcomes Lucas, A., Gillaspy, K., Peters, M. L., & Hurth, J. (2012). Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals: A training activity for Infant and Toddler service providers and ECSE teachers. Retrieved from http://www.nectac.org/~pdfs/pubs/rating-ifsp-iep-training.pdf

11. The OUTCOME is necessary and functional for the child’s and family’s life. Criteria for Rating IFSP Outcomes The wording of the OUTCOME is jargon-free, clear and simple. The wording of the OUTCOME emphasizes the positive. The OUTCOME is discipline-free. Place Card Here The OUTCOME reflects real-life contextualized settings (e.g., not test items). The OUTCOME avoids the use of passive words (e.g., tolerate, receive, improve, maintain). • When the child’s contextual information is available, the following IFSP outcome criteria can also be evaluated: • The outcome is based on the family’s priorities and concerns. • The outcomes described both the child’s strengths and needs based on information from the initial evaluation or ongoing assessment.

12. The OUTCOME is necessary and functional for the child’s and family’s life. Criteria for Rating IFSP Outcomes The wording of the OUTCOME is jargon-free, clear and simple. IFSP Outcome Card 1 Nolan will play with toys with his sister during bath time. The wording of the OUTCOME emphasizes the positive. The OUTCOME is discipline-free. The OUTCOME reflects real-life contextualized settings (e.g., not test items). The OUTCOME avoids the use of passive words (e.g., tolerate, receive, improve, maintain). • When the child’s contextual information is available, the following IFSP outcome criteria can also be evaluated: • The outcome is based on the family’s priorities and concerns. • The outcomes described both the child’s strengths and needs based on information from the initial evaluation or ongoing assessment.

13. Developing High-Quality, Functional IFSP Outcomes DebriefRating IFSP Outcomes

14. Instructions and materials for this activity may be found at: http://www.nectac.org/~pdfs/pubs/rating-ifsp-iep-training.pdf Developing High-Quality, Functional IFSP Outcomes Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals

15. 6 Steps to Outcome Writing in KansasReview WorksheetActivity: Use IFSP and Worksheet to Develop at least 2 child outcomes and 2 parent outcomesRate outcome developed by your team

16. Resources on IFSPs IFSP Websites KITS www.kskits.org KDHE – Infant Toddler Services www.ksits.org • Agreed Upon Practices For Providing Early Intervention Services In Natural Environments http://www.nectac.org/~pdfs/topics/families/AgreedUponPractices_FinalDraft2_01_08.pdf • Rush and Shelden. Tips and Techniques for Developing Participation-Based IFSP Outcomes Statements, BriefCASE, Vol 2, No. 1 http://www.fippcase.org/briefcase/briefcase_vol2_no1.pdf • NECTAC website http://www.nectac.org/topics/families/famresources.asp

17. Questions?

18. Resource Adapted From: Developing High-Quality, Functional IFSP Outcomes and IEP Goals presented in collaboration with