developing high-quality, functional ifsp outcomes and iep goals

presented in collaboration with

Developing Developing High-Quality, High-Quality, Functional Functional

IFSP IFSP Outcomes Outcomes

andand IEP Goals IEP Goals

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 LucasECTA Center / WRRC

Kathi GillaspyECTA Center

Mary PetersECTA Center

DevelopersDevelopers

3

Understand how to:

• Develop IFSP outcomes and IEP goals

• Rate the quality of outcomes and goals

GoalGoal

• IFSP Outcome Requirements

• Developing Functional, High Quality IFSP Outcomes

• IEP Goal Requirements

• Developing Functional, High Quality IEP Goals

• Rating Activity: IFSP Outcome and IEP Goal Statements

SECTION SECTION 44______________________________________________________________________________________________________________________

Functional, High-Quality Functional, High-Quality IFSP Outcomes IFSP Outcomes andand IEP IEP GoalsGoals

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1) Start with parents’/caregivers’ priorities about child’s learning/development and/or family’s needs

2) Consider what’s working and what’s challenging in everyday routines and activities

3) Consider how the child’s developmental skills, needs and disability influence the child’s learning and participation in everyday routines and activities

Using InformationUsing Informationto Develop Outcomes/Goalsto Develop Outcomes/Goals

6

First… develop IFSP outcomes/IEP goals based on functional, authentic assessment information

Then… determine placement, services and supports based on what is necessary to meet the outcomes/goals

Relationship of Outcomes/GoalsRelationship of Outcomes/Goalsto Placement and Services to Placement and Services

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IFSP must include:

•A statement of the measurable results or measurable outcomes expected to be achieved for the child and family (including pre-literacy and language skills as developmentally appropriate for the child)

•The criteria, procedures, and timelines used to determine the degree to which progress toward achieving the results or outcomes is being made and whether modifications or revision of the expected results or outcomes or services are necessary

34 CFR §303.344 (c)

Requirements for IFSP Requirements for IFSP OutcomesOutcomes

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• IFSP Outcomes: “What would your family like to see happen for your child/family?”

• Two types of outcomes

– Child Outcomes

– Family Outcomes

IFSP OutcomesIFSP Outcomes

9

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

IFSP Child OutcomesIFSP Child Outcomes

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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

IFSP Family OutcomesIFSP Family Outcomes

11McWilliam, R.A. (2006). Steps to build a functional outcome. Retrieved from http://www.siskin.org/downloads/Steps_to_Build_a_Functional_Child_Outcome.pdf

Step 1: Determine the functional area(s) Eating

Step 2: What routine(s) does this affect? Meal time with the family

Step 3: Child will participate in[routines in question]

“Kim will eat with her Family at mealtime…”

Step 4: “by ________ing”

(address specific behaviors) “…eating the foods

they eat.”

Developing IFSP Outcome StatmentsDeveloping IFSP Outcome Statments

http://www.siskin.org/downloads/Steps_to_Build_a_Functional_Child_Outcome.pdf

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Shelden, M. L., & Rush, D. D. (2009). Tips and Techniques for Developing Participation-Based IFSP Outcome Statements. Briefcase, 2(1). Retrieved from http://www.fipp.org/Collateral/briefcase/briefcase_vol2_no1.pdf

• The third word of IFSP child outcome statement should be a contextualized action that is functional.

• Example: “Kim will eat with her family at mealtime eating the foods they eat.”

Third Word RuleThird Word Rule

http://www.fipp.org/Collateral/briefcase/briefcase_vol2_no1.pdf

http://www.fipp.org/Collateral/briefcase/briefcase_vol2_no1.pdf

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• What are the ways in which the family and team will work toward achieving this outcome?

• Who will help and what will they do?

• How will the team know they’ve made progress or if revisions are needed to outcomes or services?

Developing Criteria, Developing Criteria, Procedures Procedures andand Timelines Timelines

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• Necessary and functional for child’s and family’s life

• Reflect real-life contextualized settings

• Crosses developmental domains and is discipline-free

• Jargon-free, clear and simple

• Emphasize the positive, not the negative

• Uses active words rather than passive words

High-Quality, Functional High-Quality, Functional IFSP OutcomesIFSP Outcomes

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• Necessary and functional for child’s and family’s life

– Supports participation in community life and family activities

– Based up on what is important to the family

– Supports child’s progress towards outcomes

• It is not based on what the practitioner thinks

Criteria DefinitionsCriteria Definitions

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• Reflects real-life, contextualized settings

– Everyday activity settings and routines for the child and family

• Includes typical routines such as meal time

• Also includes routines and activities specific to the family.

• Test items are not real-life or contextualized


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• Integrates developmental domains and is discipline-free

– Written to describe the child’s participation in routines and activities

• Promote the child’s skill development in multiple domains

• Addressable by any member of the IFSP team

– Written so that child and family are the “actors”

• Early interventionists and therapists are not the actors in the outcome


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• Is jargon-free, clear and simple

– Understandable by family and the general public.

• Doesn’t include professional jargon or practitioner “speak”


19

– Emphasizes the positive, not the negative

– Focus of the whole outcome is positive

– States what the child and family will do

• Doesn’t state what the child will not do or will stop doing

– Any negative words creates a negative statement


20

• Uses active rather passive words

– Words encourage the child and family’s active participation

– Words indicate what the child or family will do

• Passive words reflect a state of being or a change or lack of change in performance


21

If available, the child’s complete record can reveal if an IFSP outcome is based on:

•Information gathered from the family (e.g., priorities and concerns)

•Evaluation and functional assessment of child (e.g., skills, degree of participation, behaviors across settings , strengths, and needs)

High-Quality, Functional High-Quality, Functional IFSP OutcomesIFSP Outcomes

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What parent states:

“I wish he could sit without as much

support when he eats and plays – it is

hard work holding him all the time.”

Developing Child OutcomesDeveloping Child Outcomes

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“Romeo will improve muscle tone for sitting.”

Not This

“Romeo will play with toys and eat meals with

his family by sitting without much support.”

This

Child Outcome: ExampleChild Outcome: Example

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What parent states:

“We want to be able

to take Romeo with us in the car;

we need a travel car seat.”

Developing Family OutcomesDeveloping Family Outcomes

25

“Staff will explore options for financial assistance for travel

chairs.”

Not This

“Karen and Mark will explore options for

financial assistance for car seats and secure

one.”

This

Family Outcome: ExampleFamily Outcome: Example

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1. Present levels of academic achievement and functional performance, including:

• How the child's disability affects the child's involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children), or

• For preschool children, as appropriate, how the disability affects the child's participation in appropriate activities

34 CFR §300.320-324

the IEP: IDEA Requirementsthe IEP: IDEA Requirements

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2. Measurable annual goals, including academic and functional goals:

• Related to the child's needs that result from the disability to enable the child to be involved in and make progress in the general education curriculum, and

• Meet each of the child's other educational needs that result from the child's disability

- Where required, benchmarks or short-term objectives must be included

34 CFR §300.320-324


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3. A description of how progress will be measured and when progress reports will be provided.

34 CFR §300.320-324


29

4. A statement of:

• special education and related services

• supplementary aids and services

• program modifications and supports for school personnel

34 CFR §300.320-324


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5. The projected beginning service date including the anticipated frequency, location, and duration

34 CFR §300.320-324


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6. An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and activities

34 CFR §300.320-324


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7. Individually appropriate accommodations necessary to measure the academic achievement and functional performance of the child on State and district-wide assessments

34 CFR §300.320-324


33

Focus on:

• “academic” – activities of a child this age

• “functional”

What will the child need to What will the child need to do to be successful in do to be successful in learning and real life learning and real life

activities? activities?

IEP GoalsIEP Goals

34

• Describe how the child will demonstrate what s/he knows

• Are written in plain language and are jargon free

• Describe the child’s involvement in age-appropriate activities to address ‘academic and functional’ areas

• Emphasize the positive

• Describe conditions in which the child will demonstrate progress

• Are measurable and observable

High-Quality, Functional IEP GoalsHigh-Quality, Functional IEP Goals

35

The child’s complete IEP will reveal if an IEP goal is:

• Achievable in one year

• Includes what the child is doing now and the family’s input and concerns

• Includes special factors related to communication, assistive technology and supports specific to the child’s disability and/or English language learning

High-Quality, Functional IEP GoalsHigh-Quality, Functional IEP Goals

36

What parent states:

“Nathan runs across the parking lot when we leave the grocery store and we are very concerned for his safety.”

Teacher input:

“When Nathan is inside he listens to a reminder to stay with his friends, but when he is outside he often runs toward the bus.”

Developing IEP GoalsDeveloping IEP Goals

37McWilliam, R.A. (2006). Steps to build a functional outcome. Retrieved from http://www.siskin.org/downloads/Steps_to_Build_a_Functional_Child_Outcome.pdf

Step 1: Determine the academic (preschool

activities) and functional area(s) based on identified needs.

Following directions

Step 2: What routine(s) or activity(ies)

does this affect? Outdoor activities

Step 3: Child will participate in[routines or activities]

“Nathan will stop, wait, and stay with others during outdoor

activities…”

Step 4: “by ________ing”

(address specific behaviors) “…by following directions

for his safety.”

Developing Functional IEP GoalsDeveloping Functional IEP Goals

http://www.siskin.org/downloads/Steps_to_Build_a_Functional_Child_Outcome.pdf

38

“Nathan will not run away.”

Not This

“Nathan will stop, wait, and stay with others

during outdoor activities by following directions

for his safety.”

This

IEP Goal: ExampleIEP Goal: Example

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Lucas, A., Gillaspy, K., Peters, M. L., & Hurth, J. (2014). Enhancing Recognition of High-Quality, Functional IFSP Outcomes: A training activity for Infant and Toddler service providers. Retrieved from http://www.ectacenter.org/~pdfs/pubs/rating-ifsp.pdf

Lucas, A., Gillaspy, K., Peters, M. L., & Hurth, J. (2014). Enhancing Recognition of High-Quality, Functional IEP goals: A training activity for Early Childhood Special Education staff. Retrieved from http://www.ectacenter.org/~pdfs/pubs/rating-iep.pdf

RatingIFSP Outcomes and IEP Goals

DevelopingDevelopingHigh-Quality,High-Quality,

Functional Functional IFSP IFSP

OutcomesOutcomesandand IEP Goals IEP Goals

ectacenter.org/~pdfs/pubs/rating-ifsp.pdf

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 and ongoing assessment.

The outcome uses active

words rather than passive ones.

The outcome emphasizes the positive, not the

negative.

The outcome is jargon-free,

clear and simple.

The outcome crosses developmental domains and is discipline-free.

The outcomereflects real-lifecontextualizedsettings.

The outcome is necessary and functional for the child’s and family’s life.

Place Card Here

Criteria DefiningHigh Quality, Participation-Based

IFSP Outcomes

Nolan will play with toys

with his sister during bath

time.

IFSP Outcome Card 1


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 and ongoing assessment.

The outcome uses active

words rather than passive ones.

The outcome emphasizes the positive, not the

negative.

The outcome is jargon-free,

clear and simple.

The outcome crosses developmental domains and is discipline-free.

The outcomereflects real-lifecontextualizedsettings.

The outcome is necessary andfunctional for the child’s and family’s life.


IFSP Outcomes


When the child’s contextual information is available, the following IEP goal criteria can also be evaluated:

•The goal includes what the child is doing now and includes the family’s input and concerns.

•The goal is achievable in one year and specific timelines are noted.

•The goal details Special Factors related to communication, assistive technology and supports specific to the child’s disability and/or English language setting.

The goal describes the

situation in which thechild will demonstrate

the goal, and doesnot name a placement

or educationalenvironment.

The goaldescribes how

the child will demonstrate

what they know or can do.

The goal ismeasureable and

observable.

The goal describes the child’s involvement in age-appropriate activities to addressacademic and functional areas.

The goal emphasizes the positive

The goal is written in plain language and is jargon-free.

Place Card Here


IEP Goals

BG will get across what

she wants using words.

IEP Goal Card 1


When the child’s contextual information is available, the following IEP goal criteria can also be evaluated:

•The goal includes what the child is doing now and includes the family’s input and concerns.

•The goal is achievable in one year and specific timelines are noted.

•The goal details Special Factors related to communication, assistive technology and supports specific to the child’s disability and/or English language setting.

The goal describes the

situation in which thechild will demonstrate

the goal, and doesnot name a placement

or educationalenvironment.

The goaldescribes how

the child will demonstrate

what they know or can do.

The goal ismeasureable and

observable.

The goal describes the child’s involvement in age-appropriate activities to addressacademic and functional areas.

The goal emphasizes the positive

The goal is written in plain language and is jargon-free.


IEP Goals

44

DebriefRating IFSP Outcomes

and IEP Goals




45

http://www.ectacenter.org/~pdfs/pubs/rating-iep.pdf

http://www.ectacenter.org/~pdfs/pubs/rating-ifsp.pdf

Instructions and materials for these activities are at:

Enhancing Recognition of High-Quality, Functional

IFSP Outcomes and IEP Goals




46

• Key Practices Underlying the IEP Process http://www.ectacenter.org/~pdfs/knowledgepath/ifspoutcomes-iepgoals/Key_Practices_IEP_Process.pdf

• Contents of the IEP http://www2.ed.gov/parents/needs/speced/iepguide/index.html#contents

• OSEP model IEP forms http://www2.ed.gov/policy/speced/guid/idea/modelform-iep.pdf

• Special Factors To Considerhttp://www2.ed.gov/parents/needs/speced/iepguide/index.html#contents

• Wisconsin Guide to Connecting Academic Standards and IEPs http://dpi.state.wi.us/sped/pdf/iepstandardsguide.pdf

IEP• Agreed Upon Practices For Providing

Early Intervention Services In Natural Environments http://www.ectacenter.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

• ECTA Center website http://www.ectacenter.org/topics/families/famresources.asp

IFSP

Resources Resources onon IFSPs IFSPs andand IEPs IEPs

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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:http://www.ectacenter.org/knowledgepath/ifspoutcomes-iepgoals/ifspoutcomes-iepgoals.asp

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