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A training activityfor Infant and Toddler
service providers
Enhancing Recognitionof High Quality, Functional
IFSP OutcomesA training activity
for Infant and Toddlerservice providers
Enhancing Recognitionof High Quality, Functional
IFSP Outcomes
Anne LucasKathi Gillaspy
Mary Louise PetersJoicey Hurth
with support from Dathan Rush, M’Lisa Shelden,
Debbie Cate and Megan Vinh
Anne LucasKathi Gillaspy
Mary Louise PetersJoicey Hurth
with support from Dathan Rush, M’Lisa Shelden,
Debbie Cate and Megan Vinh
Enhancing Recognition of High Quality, Functional IFSP Outcomes 2
The Early Childhood Technical Assistance Center
is a program of the
FPG Child Development Institute, The University of North Carolina at Chapel Hill
June 2014 Enhancing Recognition of High Quality, Functional IFSP Outcomes
A training activity for Infant and Toddler service providers This resource is produced and distributed by the National Early Childhood Technical Assistance Center, funded through cooperative agreement number H326P120002 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy. The ECTA Center is committed to making the information it disseminates fully accessible to all individuals. If you require any of this information in an alternate format, please contact us at the address below. Additional copies of this document are available at cost from the ECTA Center. A complete list of ECTA Center resources is available at our website or upon request. Please cite as:
Lucas, A., Gillaspy, K., Peters, M. L., & Hurth, J. (2014). Enhancing recognition of high quality, functional IFSP outcomes. Retrieved from http://www.ectacenter.org/~pdfs/pubs/rating-ifsp.pdf
Cover photo: Alex Lazara For more information about the ECTA Center, please contact us at: Campus Box 8040, UNC-CH Chapel Hill, NC 27599-8040 919-962-2001 • phone 919-966-7463 • fax ectacenter @unc.edu • email www.ectacenter.org • web Project Directors: Lynne Kahn & Christina Kasprzak Project Officer at OSEP: Julia Martin Eile
Enhancing Recognition of High Quality, Functional IFSP Outcomes 3
Enhancing Recognition of High Quality, Functional IFSP Outcomes
A training activity for Infant and Toddler service providers
Anne Lucas, Kathi Gillaspy, Mary Louise Peters and Joicey Hurth with support from Dathan Rush, M’Lisa Shelden, Debbie Cate and Megan Vinh
~ Table of Contents ~ Instructions
Background ........................................................................................................................... 3 Criteria Defining High Quality, Participation-Based IFSP Outcomes .................................... 4 IFSP Outcomes Rating Activity ............................................................................................. 6 Using the Rating Activity ....................................................................................................... 7 Alternate Activity ................................................................................................................... 8
Appendices
Appendix A: Criteria Defining High Quality, Participation-Based IFSP Outcomes ............... 9 Appendix B: IFSP Outcome Cards ..................................................................................... 11 Appendix C: IFSP Outcomes Placemat .............................................................................. 23 Appendix D: Answer Key to Rating IFSP Outcomes .......................................................... 25 Appendix E: Worksheet for Rating IFSP Outcomes ........................................................... 28 Appendix F: References ..................................................................................................... 31
Enhancing Recognition of High Quality, Functional IFSP Outcomes 4
Enhancing Recognition of High Quality, Functional IFSP Outcomes
A training activity for Infant and Toddler service providers
Anne Lucas, Kathi Gillaspy, Mary Louise Peters and Joicey Hurth with support from Dathan Rush, M’Lisa Shelden, Debbie Cate and Megan Vinh
Background
This training activity was created to support participants’ understanding of the criteria needed to develop and write high quality, participation-based Individualized Family Service Plan (IFSP) outcomes. The term “functional” is often used to describe what outcomes ought to be, yet many providers struggle to define what makes an outcome “functional.” Still others struggle with making outcomes meet the criteria set forth in regulations, as well as have meaning for families. Reviews of existing resources developed by national experts provided a framework for considering IFSP outcomes to determine if the outcomes are high quality and support the child’s participation in everyday routines and activities.
The key to supporting the development of high quality, participation-based outcomes is creating a clear and deliberate link between every step of the IFSP process, beginning with interactions with the family during initial contacts and referral through the development of the IFSP, and beyond. Critical to this process is the fundamental belief that children learn best through their participation in everyday activities and routines with familiar people. Also critical to this process are three important skills for providers:
• The ability to understand how to gather information from families throughout the process,
• The ability to conduct a functional assessment that gives a clear picture of the child’s abilities and needs in the child’s natural, everyday settings, activities and routines, and;
• The ability to use the information to develop outcomes.
Throughout the process of gathering information from families, special attention should be paid to the information the family shares about what’s working well for them, as well as what is challenging. When paired with the provider’s knowledge of early development and functional assessment occurring in multiple situations and settings, and over time, information from families provides all that is needed to develop high quality, participation-based outcomes.
An IEP Goal-oriented version of this activity is available at the following URL:
• http://www.ectacenter.org/~pdfs/pubs/rating-iep.pdf
Enhancing Recognition of High Quality, Functional IFSP Outcomes 5
Criteria Defining High Quality, Participation-Based IFSP Outcomes
The Early Childhood Technical Assistance Center reviewed expert-generated resources and identified six key criteria that define IFSP Outcomes as high quality and participation-based. They are:
• The outcome is necessary and functional for the child’s and family’s life. This means that the outcome focuses on ways to support the child and family’s participation in community life and family activities that are important to them. For the outcome to be necessary and functional, it should benefit the child by focusing on social relationships, acquiring and using knowledge and skills, and/or using appropriate actions to meet needs. It should also help the child and/or family improve participation in chosen activities and/or help them begin new activities that are important to them. The determination of what is necessary and functional is not based upon what the practitioner thinks is meaningful and functional for the family.
• The outcome reflects real-life contextualized settings. This means that outcome statements reflect the everyday activity settings and routines for the child and family. This includes mealtime, bathing and riding in the car, as well as routines and activities that are specific to the individual family. Specific isolated skills (e.g., test items that were missed during evaluation) are not considered real-life or contextualized.
• The outcome integrates developmental domains and is discipline-free. This means that the outcome is written to describe the child’s participation in routines and everyday activity settings, promoting skill development across multiple domains, which can be addressed by any member of a child’s IFSP team. It also means that the outcome should be written so that the child and/or family are the “actors” or persons doing something rather than the occupational therapist or early interventionist. For example, an outcome might state, “Annabelle will help her dad with the laundry by pulling up and standing at the dryer on her own and putting clothes into the laundry basket with her dad close by”, as opposed to “Annabelle will pull to a standing position at the couch and maintain her balance.”
• The outcome is jargon-free, clear and simple. This means that the outcome is written so that is understandable by the family and the general public, and does not include professional jargon or practitioner “speak.” For example, the outcome should describe how the child will move, such as reaching up or down for toys, instead of using phrases like “range of motion.” Another example would be wording an outcome so that it describes a child’s ability to speak words clearly to make herself understood, rather than using the term “articulation”.
Enhancing Recognition of High Quality, Functional IFSP Outcomes 6
• The outcome emphasizes the positive, not the negative. This means that the focus of the whole outcome statement is positive. It also means that the outcome states what the child and/or family will do, rather than what they will not do or stop doing. If there are any negative words within the statement, it is not a positively worded outcome. For example, the outcome should state “Johnny will chew and swallow food when eating with his family” rather than “Johnny will not spit out food when eating with his family.”
• The outcome uses active words rather than passive words. This means using words that encourage a child and/or family’s active participation or engagement. Active words include eat, play, talk, walk, etc. and indicate what the child or family will do. Passive words reflect a state of being (e.g., tolerate and receive), or a change or lack of change in performance (e.g., increase, decrease, improve, and maintain).
When the child’s contextual information is available (e.g., assessment information, the child’s IFSP), the following IFSP outcome criteria should also be evaluated:
• The outcome is based on the family’s priorities and concerns, and • The outcome describes both the child’s strengths and needs based on the
information from the initial evaluation and ongoing assessment. IFSP Outcomes Rating Activity
A. Materials Preparation 1. Print the Criteria Defining High Quality, Participation-Based IFSP Outcomes
(Appendix A on page 9) and the Answer Key to Rating High Quality, Participation-Based IFSP Outcomes (Appendix E on page 25) for each participant.
2. The IFSP Outcome Cards (Appendix B on page 11) contain 22 IFSP outcome statements (two per page). Print the outcomes statements on card stock and cut on lines indicated for a 4 x 6” card, or print on plain paper and glue to 4 x 6” index card.
3. Print the IFSP Outcomes Placemat (Appendix C on page 23) on a sheet of 8½ x 11” paper and laminate.
NOTE: The placemat included in this publication is 8½ x 11” in size so that they may be printed on any standard printer. A larger placemat measuring 11 x 17” in size is available for download from the following URL:
• http://www.ectacenter.org/~pdfs/pubs/rating-ifsp-placemat-11x17.pdf
In instances where this activity will be used with IEP-oriented groups as well, the IFSP placemat may be printed on the same paper (front and back) and/or laminated for durability.
4. One set of outcome statements will make 22 cards. One set of 22 cards goes with each placemat. Make as many sets as needed for the groups completing the activity.
Enhancing Recognition of High Quality, Functional IFSP Outcomes 7
B. Activity Instructions
The rating activity is designed to be used in multiple ways with different kinds of groups. Groups that are either familiar with the IFSP or in groups where participants are mixed in their experience may use it. In those situations, it is suggested that less familiar participants sit at tables with others who are familiar with the IFSP, so that they can work through the criteria together. The recommended group size is 3-6 people. 1. Provide a copy of the Criteria Defining High Quality, Participation-Based IFSP
Outcomes to each participant. 2. Give one placemat and one set of 22 IFSP Outcome Cards to each group. Be sure to
shuffle the cards so that outcome statements are not in the order they are on the answer key.
3. Have each group put a card in the center of the placemat so that the printed grid on the card matches up with the placemat (shown below):
4. Within each small group, have the participants discuss and rate the outcome statement
by writing “yes” or “no” in each quadrant, based on whether the statement meets each of corresponding criteria. Encourage participants to refer to the Criteria Defining High Quality, Participation-Based IFSP Outcomes while completing the ratings for each statement.
Criteria DefiningHigh Quality, Participation-Based
IFSP Outcomes
When the child’s contextual informationis available, the following IFSPoutcome criteria can also be evaluated: • The outcome is based on the family’s priorities and concerns.• The outcome describes both the child’s strengths and needs based on information from the initial evaluation and ongoing assessment.
The outcomecrossesdevelopmentaldomains and isdiscipline-free.
The outcomereflects real-lifecontextualizedsettings.
The outcomeemphasizesthe positive,
not thenegative.
The outcome uses active
words rather than passive ones.
The outcome is jargon-free,
clear and simple.
The outcome isnecessary andfunctional for thechild’s andfamily’s life.
Place Card Here
ectacenter.org/~pdfs/pubs/rating-ifsp.pdf
Lily will go fishing with
her family and hold her
own fishing pole.
IFSP Outcome Card 1 YesYes
YesYes
YesYes
Enhancing Recognition of High Quality, Functional IFSP Outcomes 8
5. Repeat for each card. 6. Have the participants separate the cards into “high quality” statements and
“substandard” statements. Statements that fail to meet all criteria (all those with a “no” in any quadrant) go into the “substandard” pile.
7. Distribute the Answer Key to Rating IFSP Outcomes (Appendix D on page 25). Ask your participants to compare their answers with the answer key.
8. Debrief with the group, asking questions such as:
• Where did you get stuck with an outcome statement? (Listen for varying interpretations of the criteria.)
• How might this activity help you in your work and within your team? • What additional supports do you need to help you successfully identify whether or
not an IFSP Outcome is of high quality and is participation-based?
Those using the activity to fit the context of the participants and their learning needs may add other questions to the debriefing.
NOTE: The criteria described in the bottom center box of the placemat should not be rated during the training activity. Be sure to tell participants that they are criteria to be considered when the child’s IFSP and assessment information is available, but for the purposes of the activity, they are reference information only.
Alternate Activity
A blank Worksheet for Rating IFSP Outcomes (Appendix E on page 28) of the activity has also been provided for the IFSP Outcome Cards. Provide copies of the worksheets to participants or groups with or without using the placemats or cards. Encourage participants to refer to the Criteria Defining High Quality, Participation-Based IFSP Outcomes (Appendix A on page 9) while completing the ratings for each statement.
In this version of the rating activity, participants write “yes” or “no” in each box under the criteria to rate outcomes. Participants can then compare their answers with the Answer Key to Rating IFSP Outcomes (Appendix D on page 25).
Tell us what you think.
If you used this training activity, consider evaluating it!
http://ectacenter.org/eval Your feedback is important to us.
Thank you for your time and attention!
Enhancing Recognition of High Quality, Functional IFSP Outcomes 9
Appendix A:
Criteria Defining High Quality, Participation-Based
IFSP Outcomes
Crit
eria
Def
inin
g H
igh
Qua
lity,
Par
ticip
atio
n-B
ased
IFSP
Out
com
es
ec
tace
nter
.org
/~pd
fs/p
ubs/
ratin
g-ifs
p.pd
f •
• Th
e ou
tcom
e is
nec
essa
ry a
nd fu
nctio
nal f
or th
e ch
ild’s
and
fa
mily
’s li
fe. T
his
mea
ns th
at th
e ou
tcom
e fo
cuse
s on
way
s to
su
ppor
t the
chi
ld a
nd fa
mily
’s p
artic
ipat
ion
in c
omm
unity
life
and
fa
mily
act
iviti
es th
at a
re im
porta
nt to
them
. For
the
outc
ome
to b
e ne
cess
ary
and
func
tiona
l, it
shou
ld b
enef
it th
e ch
ild b
y fo
cusi
ng o
n so
cial
rela
tions
hips
, acq
uirin
g an
d us
ing
know
ledg
e an
d sk
ills,
an
d/or
usi
ng a
ppro
pria
te a
ctio
ns to
mee
t nee
ds. I
t sho
uld
also
hel
p th
e ch
ild a
nd/o
r fam
ily im
prov
e pa
rtici
patio
n in
cho
sen
activ
ities
an
d/or
hel
p th
em b
egin
new
act
iviti
es th
at a
re im
porta
nt to
them
. Th
e de
term
inat
ion
of w
hat i
s ne
cess
ary
and
func
tiona
l is
not b
ased
up
on w
hat t
he p
ract
ition
er th
inks
is m
eani
ngfu
l and
func
tiona
l for
th
e fa
mily
.
• Th
e ou
tcom
e re
flect
s re
al-li
fe c
onte
xtua
lized
set
tings
. Thi
s m
eans
th
at o
utco
me
stat
emen
ts re
flect
the
ever
yday
act
ivity
set
tings
and
ro
utin
es fo
r the
chi
ld a
nd fa
mily
. Thi
s in
clud
es m
ealti
me,
bat
hing
an
d rid
ing
in th
e ca
r, as
wel
l as
rout
ines
and
act
iviti
es th
at a
re
spec
ific
to th
e in
divi
dual
fam
ily. S
peci
fic is
olat
ed s
kills
(e.g
., te
st
item
s th
at w
ere
mis
sed
durin
g ev
alua
tion)
are
not
con
side
red
real
-lif
e or
con
text
ualiz
ed.
• Th
e ou
tcom
e in
tegr
ates
dev
elop
men
tal d
omai
ns a
nd is
dis
cipl
ine-
free
. Thi
s m
eans
that
the
outc
ome
is w
ritte
n to
des
crib
e th
e ch
ild’s
pa
rtici
patio
n in
rout
ines
and
eve
ryda
y ac
tivity
set
tings
, pro
mot
ing
skill
dev
elop
men
t acr
oss
mul
tiple
dom
ains
, whi
ch c
an b
e ad
dres
sed
by a
ny m
embe
r of a
chi
ld’s
IFS
P te
am. I
t als
o m
eans
that
the
outc
ome
shou
ld b
e w
ritte
n so
that
the
child
and
/or f
amily
are
the
“act
ors”
or p
erso
ns d
oing
som
ethi
ng ra
ther
than
the
occu
patio
nal
ther
apis
t or e
arly
inte
rven
tioni
st. F
or e
xam
ple,
an
outc
ome
mig
ht
stat
e, “A
nnab
elle
will
hel
p he
r dad
with
the
laun
dry
by p
ullin
g up
an
d st
andi
ng a
t the
dry
er o
n he
r ow
n an
d pu
tting
clo
thes
into
the
laun
dry
bask
et w
ith h
er d
ad c
lose
by”
as
oppo
sed
to, “
Ann
abel
le
will
pul
l to
a st
andi
ng p
ositi
on a
t the
cou
ch a
nd m
aint
ain
her
bala
nce.
”
• Th
e ou
tcom
e is
jarg
on-fr
ee, c
lear
and
sim
ple.
Thi
s m
eans
that
the
outc
ome
is w
ritte
n so
that
is u
nder
stan
dabl
e by
the
fam
ily a
nd th
e ge
nera
l pub
lic, a
nd d
oes
not i
nclu
de p
rofe
ssio
nal j
argo
n or
pr
actit
ione
r “sp
eak.
” For
exa
mpl
e, th
e ou
tcom
e sh
ould
des
crib
e ho
w th
e ch
ild w
ill m
ove,
suc
h as
reac
hing
up
or d
own
for t
oys,
in
stea
d of
usi
ng p
hras
es li
ke “r
ange
of m
otio
n.” A
noth
er e
xam
ple
wou
ld b
e w
ordi
ng a
n ou
tcom
e so
that
it d
escr
ibes
a c
hild
’s a
bilit
y to
sp
eak
wor
ds c
lear
ly to
mak
e he
rsel
f und
erst
ood,
rath
er th
an u
sing
th
e te
rm “a
rticu
latio
n”.
• Th
e ou
tcom
e em
phas
izes
the
posi
tive,
not
the
nega
tive.
Thi
s m
eans
that
the
focu
s of
the
who
le o
utco
me
stat
emen
t is
posi
tive.
It
also
mea
ns th
at th
e ou
tcom
e st
ates
wha
t the
chi
ld a
nd/o
r fam
ily w
ill
do, r
athe
r tha
n w
hat t
hey
will
not
do
or s
top
doin
g. If
ther
e ar
e an
y ne
gativ
e w
ords
with
in th
e st
atem
ent,
it is
not
a p
ositi
vely
wor
ded
outc
ome.
For
exa
mpl
e, th
e ou
tcom
e sh
ould
sta
te “J
ohnn
y w
ill c
hew
an
d sw
allo
w fo
od w
hen
eatin
g w
ith h
is fa
mily
” rat
her t
han
“Joh
nny
will
not
spi
t out
food
whe
n ea
ting
with
his
fam
ily.”
• Th
e ou
tcom
e us
es a
ctiv
e w
ords
rath
er th
an p
assi
ve w
ords
. Thi
s m
eans
usi
ng w
ords
that
enc
oura
ge a
chi
ld a
nd/o
r fam
ily’s
act
ive
parti
cipa
tion
or e
ngag
emen
t. A
ctiv
e w
ords
incl
ude
eat,
play
, tal
k,
wal
k, e
tc. a
nd in
dica
te w
hat t
he c
hild
or f
amily
will
do.
Pas
sive
w
ords
refle
ct a
sta
te o
f bei
ng (e
.g.,
tole
rate
and
rece
ive)
, or a
ch
ange
or l
ack
of c
hang
e in
per
form
ance
(e.g
., in
crea
se, d
ecre
ase,
im
prov
e, a
nd m
aint
ain)
.
Enhancing Recognition of High Quality, Functional IFSP Outcomes 12
IFSP Outcome Card 1
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Lily will go fishing with her family and hold her own fishing pole.
IFSP Outcome Card 2
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
Romeo will go visit grandma and ride in his car seat all the way to her house.
Enhancing Recognition of High Quality, Functional IFSP Outcomes 13
IFSP Outcome Card 3
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Kimmie will play with her toys so Grandma can cook breakfast and get the older kids off to school.
IFSP Outcome Card 4
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
Leroy will play together with his brother while his mom is making meals and express himself using gestures and words.
Enhancing Recognition of High Quality, Functional IFSP Outcomes 14
IFSP Outcome Card 5
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Kamika will sleep through the night.
IFSP Outcome Card 6
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
Marcus will play in the backyard getting around on his own using his walker.
Enhancing Recognition of High Quality, Functional IFSP Outcomes 15
IFSP Outcome Card 7
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Walker will greet friends at story time at the library.
IFSP Outcome Card 8
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
Phu will eat enough food so he can gain weight and not have to have surgery.
Enhancing Recognition of High Quality, Functional IFSP Outcomes 16
IFSP Outcome Card 9
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Miles will be happy and relaxed when his mom leaves him at child care.
IFSP Outcome Card 10
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
Ahmet will get to eat what he wants during mealtimes by pointing or looking at the choices his parents provide.
Enhancing Recognition of High Quality, Functional IFSP Outcomes 17
IFSP Outcome Card 11
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Dahlia will join the family on short hikes at Upper Creek Falls while riding comfortably in her infant carrier.
IFSP Outcome Card 12
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
Davis will talk more and pronounce words better.
Enhancing Recognition of High Quality, Functional IFSP Outcomes 18
IFSP Outcome Card 13
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Bonnie will use a pincer grasp to flip a switch.
IFSP Outcome Card 14
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
Marta will participate in range of motion and strengthening exercises.
Enhancing Recognition of High Quality, Functional IFSP Outcomes 19
IFSP Outcome Card 15
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Robin will stop having tantrums at separation from primary caregiver when going to day care.
IFSP Outcome Card 16
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
Miguel will improve his sleeping patterns 4 out of 5 times.
Enhancing Recognition of High Quality, Functional IFSP Outcomes 20
IFSP Outcome Card 17
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Angel will participate in reciprocal turn taking during one-to-one facilitation.
IFSP Outcome Card 18
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
The occupational therapist will assist Jana in grasping objects.
Enhancing Recognition of High Quality, Functional IFSP Outcomes 21
IFSP Outcome Card 19
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Marcus will stack 4 blocks.
IFSP Outcome Card 20
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
Lanesha will gradually stop eating baby food and eat more solid foods.
Enhancing Recognition of High Quality, Functional IFSP Outcomes 22
IFSP Outcome Card 21
Carefully cut and detach these two cards to include them in the activity. The gridded lines on these cards match up with the IFSP Placemat in Appendix B and are used to write in a “yes” or “no” answer.
Thomas will put up with lying on his stomach for 10 minutes without crying.
IFSP Outcome Card 22
" Cut here Each card is numbered to make it easy to review and match up with the worksheet in Appendix D and Answer Key in Appendix C.
I want my child to walk.
Enhancing Recognition of High Quality, Functional IFSP Outcomes 23
Appendix C:
IFSP Outcomes Placemat
Crit
eria
Def
inin
gH
igh
Qua
lity,
Par
ticip
atio
n-B
ased
IFSP
Out
com
es
Whe
n th
e ch
ild’s
con
text
ual i
nfor
mat
ion
is a
vaila
ble,
the
follo
win
g IF
SP
outc
ome
crite
ria c
an a
lso
be e
valu
ated
: •
The
out
com
e is
bas
ed o
n th
e fa
mily
’s
prio
ritie
s an
d co
ncer
ns.
• Th
e ou
tcom
e de
scrib
es b
oth
the
child
’s
stre
ngth
s an
d ne
eds
base
d on
info
rmat
ion
from
the
initi
al e
valu
atio
n
and
ong
oing
ass
essm
ent.
The
outc
ome
cros
ses
deve
lopm
enta
l do
mai
ns a
nd is
di
scip
line-
free.
The
outc
ome
refle
cts
real
-life
co
ntex
tual
ized
se
tting
s.
The
out
com
eem
phas
izes
the
posi
tive,
not t
hene
gativ
e.
The
outc
ome
use
s ac
tive
wor
ds ra
ther
than
pas
sive
one
s.
The
outc
ome
is ja
rgon
-free
, c
lear
and
sim
ple.
The
outc
ome
is
nece
ssar
y an
d fu
nctio
nal f
or th
e ch
ild’s
and
fa
mily
’s li
fe.
Plac
e C
ard
Her
e
ecta
cent
er.o
rg/~
pdfs
/pub
s/ra
ting-
ifsp.
Enhancing Recognition of High Quality, Functional IFSP Outcomes 25
Appendix D:
Answer Key to Rating IFSP Outcomes
Ans
wer
Key
to R
atin
g IF
SP O
utco
mes
ec
tace
nter
.org
/~pd
fs/p
ubs/
ratin
g-ifs
p.pd
f
Ans
wer
Key
to R
atin
g IF
SP O
utco
mes
P
artic
ipat
ion-
base
d, H
igh
Qua
lity
vs. S
kills
-bas
ed, S
ubst
anda
rd
Rat
ing
Crit
eria
:1 •
The
outc
ome
is n
eces
sary
and
func
tiona
l for
the
child
’s a
nd fa
mily
’s li
fe.
• Th
e ou
tcom
e re
flect
s re
al-li
fe c
onte
xtua
lized
set
tings
. •
The
outc
ome
inte
grat
es d
evel
opm
enta
l dom
ains
and
is d
isci
plin
e-fre
e.
• Th
e ou
tcom
e is
jarg
on-fr
ee, c
lear
and
sim
ple.
•
The
outc
ome
emph
asiz
es th
e po
sitiv
e, n
ot th
e ne
gativ
e.
• Th
e ou
tcom
e us
es a
ctiv
e w
ords
rath
er th
an p
assi
ve o
nes.
The
follo
win
g ta
ble
uses
the
wor
d “Y
es” t
o m
ean
that
the
outc
ome
mee
ts th
e cr
iteria
list
ed, a
nd “N
o” to
mea
n th
at th
e ou
tcom
e do
es n
ot
mee
t the
crit
eria
list
ed.
A p
artic
ipat
ion-
base
d, h
igh
qual
ity o
utco
me
is o
ne th
at m
eets
all
of th
e cr
iteria
. S
ampl
e IF
SP O
utco
mes
2
Mee
ts C
riter
ia?
— Yes
or No
Nec
essa
ry/
Func
tiona
l
Rea
l-life
C
onte
xtua
l Se
ttings
Cro
sses
D
omai
ns/
Disc
iplin
e-Fr
ee
Jarg
on-
Free
Posit
ive,
Not
N
egat
ive
Activ
e,
Not
Pa
ssive
1.
Lily
will
go
fishi
ng w
ith h
er fa
mily
and
hol
d he
r ow
n fis
hing
pol
e.
Yes
Y
es
Yes
Y
es
Yes
Y
es
2.
Rom
eo w
ill g
o vi
sit g
rand
ma
and
ride
in h
is c
ar s
eat a
ll th
e w
ay to
he
r hou
se.
Yes
Y
es
Yes
Y
es
Yes
Y
es
3.
Kim
mie
will
pla
y w
ith h
er to
ys s
o G
rand
ma
can
cook
bre
akfa
st
and
get t
he o
lder
kid
s of
f to
scho
ol.
Yes
Y
es
Yes
Y
es
Yes
Y
es
4.
Lero
y w
ill p
lay
toge
ther
with
his
bro
ther
whi
le h
is m
om is
mak
ing
mea
ls a
nd e
xpre
ss h
imse
lf us
ing
gest
ures
and
wor
ds.
Yes
Y
es
Yes
Y
es
Yes
Y
es
5.
Kam
ika
will
sle
ep th
roug
h th
e ni
ght.
Yes
Y
es
Yes
Y
es
Yes
Y
es
6.
Mar
cus
will
pla
y in
the
back
yard
get
ting
arou
nd o
n hi
s ow
n us
ing
his
wal
ker.
Yes
Y
es
Yes
Y
es
Yes
Y
es
1 Whe
n th
e ch
ild’s
con
text
ual i
nfor
mat
ion
(med
ical
or d
evel
opm
enta
l inf
orm
atio
n, e
valu
atio
n an
d as
sess
men
t res
ults
, fam
ily in
terv
iew
, etc
.) is
ava
ilabl
e, th
e fo
llow
ing
IFS
P o
utco
me
crite
ria c
an a
lso
be e
valu
ated
:
• Th
e O
UTC
OM
E is
bas
ed o
n th
e fa
mily
’s p
riorit
ies
and
conc
erns
. •
The
OU
TCO
ME
des
crib
es b
oth
the
child
’s s
treng
ths
and
need
s ba
sed
on in
form
atio
n fro
m th
e in
itial
eva
luat
ion
or o
ngoi
ng a
sses
smen
t. 2 S
ampl
e ou
tcom
e st
atem
ents
pro
vide
d by
Dat
han
Rus
h an
d M
’Lis
a S
held
en o
f the
Fam
ily, I
nfan
t and
Pre
scho
ol P
rogr
am, M
orga
nton
, NC
Ans
wer
Key
to R
atin
g IF
SP O
utco
mes
ec
tace
nter
.org
/~pd
fs/p
ubs/
ratin
g-ifs
p.pd
f
Sam
ple
IFSP
Out
com
es2
Mee
ts C
riter
ia?
— Yes
or No
Nec
essa
ry/
Func
tiona
l
Rea
l-life
C
onte
xtua
l Se
ttings
Cro
sses
D
omai
ns/
Disc
iplin
e-Fr
ee
Jarg
on-
Free
Posit
ive,
Not
N
egat
ive
Activ
e,
Not
Pa
ssive
7.
Wal
ker w
ill g
reet
frie
nds
at s
tory
tim
e at
the
libra
ry.
Yes
Y
es
Yes
Y
es
Yes
Y
es
8.
Phu
will
eat
eno
ugh
food
so
he c
an g
ain
wei
ght a
nd n
ot h
ave
to
have
sur
gery
. Y
es
Yes
Y
es
Yes
Y
es
Yes
9.
Mile
s w
ill b
e ha
ppy
and
rela
xed
whe
n hi
s m
om le
aves
him
at
child
car
e.
Yes
Y
es
Yes
Y
es
Yes
Y
es
10. A
hmet
will
get
to e
at w
hat h
e w
ants
dur
ing
mea
ltim
es b
y po
intin
g or
look
ing
at th
e ch
oice
s hi
s pa
rent
s pr
ovid
e.
Yes
Y
es
Yes
Y
es
Yes
Y
es
11. D
ahlia
will
go
with
the
fam
ily o
n sh
ort h
ikes
at U
pper
Cre
ek F
alls
w
hile
ridi
ng c
omfo
rtabl
y in
her
infa
nt c
arrie
r. Y
es
Yes
Y
es
Yes
Y
es
Yes
12. D
avis
will
talk
mor
e an
d pr
onou
nce
wor
ds b
ette
r. Y
es
No
No
Yes
Y
es
Yes
13. B
onni
e w
ill u
se a
pin
cer g
rasp
to fl
ip a
sw
itch.
N
o N
o N
o N
o Y
es
Yes
14. M
arta
will
par
ticip
ate
in ra
nge
of m
otio
n an
d st
reng
then
ing
exer
cise
s.
No
No
No
No
Yes
N
o
15. R
obin
will
sto
p ha
ving
tant
rum
s at
sep
arat
ion
from
prim
ary
care
give
r whe
n go
ing
to d
ay c
are.
Y
es
Yes
Y
es
No
No
Yes
16. M
igue
l will
impr
ove
his
slee
ping
pat
tern
s 4
out o
f 5 ti
mes
. Y
es
No
Yes
N
o Y
es
No
17. A
ngel
will
par
ticip
ate
in re
cipr
ocal
turn
taki
ng d
urin
g on
e-to
-one
fa
cilit
atio
n.
No
No
Yes
N
o Y
es
No
18. T
he o
ccup
atio
nal t
hera
pist
will
ass
ist J
ana
in g
rasp
ing
obje
cts.
N
o N
o N
o N
o Y
es
No
19. M
arcu
s w
ill s
tack
4 b
lock
s.
No
No
Yes
Y
es
Yes
Y
es
20. L
anes
ha w
ill g
radu
ally
sto
p ea
ting
baby
food
and
eat
mor
e so
lid
food
s.
Yes
N
o Y
es
Yes
N
o Y
es
21. T
hom
as w
ill p
ut u
p w
ith ly
ing
on h
is s
tom
ach
for 1
0 m
inut
es
with
out c
ryin
g.
No
No
Yes
Y
es
No
No
22. I
wan
t my
child
to w
alk.
Y
es
No
No
Yes
Y
es
No
Enhancing Recognition of High Quality, Functional IFSP Outcomes 28
Appendix E:
Worksheet for Rating IFSP Outcomes
Wor
kshe
et fo
r Rat
ing
IFSP
Out
com
es
ecta
cent
er.o
rg/~
pdfs
/pub
s/ra
ting-
ifsp.
Wor
kshe
et fo
r Rat
ing
IFSP
Out
com
es
Par
ticip
atio
n-ba
sed,
Hig
h Q
ualit
y vs
. Ski
lls-b
ased
, Sub
stan
dard
Rat
ing
Crit
eria
:1 •
The
outc
ome
is n
eces
sary
and
func
tiona
l for
the
child
’s a
nd fa
mily
’s li
fe.
• Th
e ou
tcom
e re
flect
s re
al-li
fe c
onte
xtua
lized
set
tings
. •
The
outc
ome
inte
grat
es d
evel
opm
enta
l dom
ains
and
is d
isci
plin
e-fre
e.
• Th
e ou
tcom
e is
jarg
on-fr
ee, c
lear
and
sim
ple.
•
The
outc
ome
emph
asiz
es th
e po
sitiv
e, n
ot th
e ne
gativ
e.
• Th
e ou
tcom
e us
es a
ctiv
e w
ords
rath
er th
an p
assi
ve o
nes.
The
follo
win
g ta
ble
uses
the
wor
d “Y
es” t
o m
ean
that
the
outc
ome
mee
ts th
e cr
iteria
list
ed, a
nd “N
o” to
mea
n th
at th
e ou
tcom
e do
es n
ot
mee
t the
crit
eria
list
ed.
A p
artic
ipat
ion-
base
d, h
igh
qual
ity o
utco
me
is o
ne th
at m
eets
all
of th
e cr
iteria
. S
ampl
e IF
SP O
utco
mes
2
Mee
ts C
riter
ia?
— Yes
or No
Nec
essa
ry/
Func
tiona
l
Rea
l-life
C
onte
xtua
l Se
ttings
Cro
sses
D
omai
ns/
Disc
iplin
e-Fr
ee
Jarg
on-
Free
Posit
ive,
Not
N
egat
ive
Activ
e,
Not
Pa
ssive
1.
Lily
will
go
fishi
ng w
ith h
er fa
mily
and
hol
d he
r ow
n fis
hing
pol
e.
Yes
Y
es
Yes
Y
es
Yes
Y
es
2.
Rom
eo w
ill g
o vi
sit g
rand
ma
and
ride
in h
is c
ar s
eat a
ll th
e w
ay to
he
r hou
se.
Yes
Y
es
Yes
Y
es
Yes
Y
es
3.
Kim
mie
will
pla
y w
ith h
er to
ys s
o G
rand
ma
can
cook
bre
akfa
st
and
get t
he o
lder
kid
s of
f to
scho
ol.
Yes
Y
es
Yes
Y
es
Yes
Y
es
4.
Lero
y w
ill p
lay
toge
ther
with
his
bro
ther
whi
le h
is m
om is
mak
ing
mea
ls a
nd e
xpre
ss h
imse
lf us
ing
gest
ures
and
wor
ds.
Yes
Y
es
Yes
Y
es
Yes
Y
es
5.
Kam
ika
will
sle
ep th
roug
h th
e ni
ght.
Yes
Y
es
Yes
Y
es
Yes
Y
es
6.
Mar
cus
will
pla
y in
the
back
yard
get
ting
arou
nd o
n hi
s ow
n us
ing
his
wal
ker.
Yes
Y
es
Yes
Y
es
Yes
Y
es
1 Whe
n th
e ch
ild’s
con
text
ual i
nfor
mat
ion
(med
ical
or d
evel
opm
enta
l inf
orm
atio
n, e
valu
atio
n an
d as
sess
men
t res
ults
, fam
ily in
terv
iew
, etc
.) is
ava
ilabl
e, th
e fo
llow
ing
IFS
P o
utco
me
crite
ria c
an a
lso
be e
valu
ated
:
• Th
e O
UTC
OM
E is
bas
ed o
n th
e fa
mily
’s p
riorit
ies
and
conc
erns
. •
The
OU
TCO
ME
des
crib
es b
oth
the
child
’s s
treng
ths
and
need
s ba
sed
on in
form
atio
n fro
m th
e in
itial
eva
luat
ion
or o
ngoi
ng a
sses
smen
t. 2 S
ampl
e ou
tcom
e st
atem
ents
pro
vide
d by
Dat
han
Rus
h an
d M
’Lis
a S
held
en o
f the
Fam
ily, I
nfan
t and
Pre
scho
ol P
rogr
am, M
orga
nton
, NC
Wor
kshe
et fo
r Rat
ing
IFSP
Out
com
es
ecta
cent
er.o
rg/~
pdfs
/pub
s/ra
ting-
ifsp.
Sam
ple
IFSP
Out
com
es2
Mee
ts C
riter
ia?
— Yes
or No
Nec
essa
ry/
Func
tiona
l
Rea
l-life
C
onte
xtua
l Se
ttings
Cro
sses
D
omai
ns/
Disc
iplin
e-Fr
ee
Jarg
on-
Free
Posit
ive,
Not
N
egat
ive
Activ
e,
Not
Pa
ssive
7.
Wal
ker w
ill g
reet
frie
nds
at s
tory
tim
e at
the
libra
ry.
Yes
Y
es
Yes
Y
es
Yes
Y
es
8.
Phu
will
eat
eno
ugh
food
so
he c
an g
ain
wei
ght a
nd n
ot h
ave
to
have
sur
gery
. Y
es
Yes
Y
es
Yes
Y
es
Yes
9.
Mile
s w
ill b
e ha
ppy
and
rela
xed
whe
n hi
s m
om le
aves
him
at
child
car
e.
Yes
Y
es
Yes
Y
es
Yes
Y
es
10. A
hmet
will
get
to e
at w
hat h
e w
ants
dur
ing
mea
ltim
es b
y po
intin
g or
look
ing
at th
e ch
oice
s hi
s pa
rent
s pr
ovid
e.
Yes
Y
es
Yes
Y
es
Yes
Y
es
11. D
ahlia
will
go
with
the
fam
ily o
n sh
ort h
ikes
at U
pper
Cre
ek F
alls
w
hile
ridi
ng c
omfo
rtabl
y in
her
infa
nt c
arrie
r. Y
es
Yes
Y
es
Yes
Y
es
Yes
12. D
avis
will
talk
mor
e an
d pr
onou
nce
wor
ds b
ette
r. Y
es
No
No
Yes
Y
es
Yes
13. B
onni
e w
ill u
se a
pin
cer g
rasp
to fl
ip a
sw
itch.
N
o N
o N
o N
o Y
es
Yes
14. M
arta
will
par
ticip
ate
in ra
nge
of m
otio
n an
d st
reng
then
ing
exer
cise
s.
No
No
No
No
Yes
N
o
15. R
obin
will
sto
p ha
ving
tant
rum
s at
sep
arat
ion
from
prim
ary
care
give
r whe
n go
ing
to d
ay c
are.
Y
es
Yes
Y
es
No
No
Yes
16. M
igue
l will
impr
ove
his
slee
ping
pat
tern
s 4
out o
f 5 ti
mes
. Y
es
No
Yes
N
o Y
es
No
17. A
ngel
will
par
ticip
ate
in re
cipr
ocal
turn
taki
ng d
urin
g on
e-to
-one
fa
cilit
atio
n.
No
No
Yes
N
o Y
es
No
18. T
he o
ccup
atio
nal t
hera
pist
will
ass
ist J
ana
in g
rasp
ing
obje
cts.
N
o N
o N
o N
o Y
es
No
19. M
arcu
s w
ill s
tack
4 b
lock
s.
No
No
Yes
Y
es
Yes
Y
es
20. L
anes
ha w
ill g
radu
ally
sto
p ea
ting
baby
food
and
eat
mor
e so
lid
food
s.
Yes
N
o Y
es
Yes
N
o Y
es
21. T
hom
as w
ill p
ut u
p w
ith ly
ing
on h
is s
tom
ach
for 1
0 m
inut
es
with
out c
ryin
g.
No
No
Yes
Y
es
No
No
22. I
wan
t my
child
to w
alk.
Y
es
No
No
Yes
Y
es
No
Enhancing Recognition of High Quality, Functional IFSP Outcomes 31
Appendix F:
References
1. McWilliam, R. A. (2006). Steps to build a functional outcome. Siskin Children’s Institute. Retrieved from http://www.siskin.org/downloads/ Steps_to_Build_a_Functional_Child_Outcome.pdf
2. McWilliam, R. A. (2009). Goal Functionality Scale III. Retrieved from http://www.nectac.org/~pdfs/topics/families/GoalFunctionalityScaleIII_2_.pdf
3. Rush, M. L., & Shelden, D. D. (2009). Tips and techniques for developing participation-based IFSP outcomes statements, BriefCASE, 2(1). Retrieved from http://www.fippcase.org/briefcase/briefcase_vol2_no1.pdf
4. U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2000). A guide to the Individualized Education Program. Retrieved from http://www2.ed.gov/parents/needs/speced/iepguide/iepguide.pdf
5. U.S. Department of Education, Office of Special Education and Rehabilitative Services. (n.d.). Model form: Individualized Education Plan. Retrieved from http://www2.ed.gov/policy/speced/guid/idea/modelform-iep.pdf
6. Bar-Lev, N., Van Haren, B., Laffin, K., Wright, A., Derginer, M., Graves, T., Kubinski, E., & Bernt,. S. (2009). A guide to connecting academic standards and IEPs (draft). Retrieved from http://dpi.state.wi.us/sped/pdf/iepstandardsguide.pdf
7. OSEP TA Community of Practice, Workgroup on Principles and Practices in Natural Environments. (2008). Mission and key principles of early intervention services. Retrieved from http://www.nectac.org/~pdfs/topics/families/Finalmissionandprinciples3_11_08.pdf
8. OSEP TA Community of Practice, Workgroup on Principles and Practices in Natural Environments. (2008). Seven key principles: Looks like/doesn't look like. Retrieved from http://www.nectac.org/~pdfs/topics/families/ Principles_LooksLike_DoesntLookLike3_11_08.pdf
9. OSEP TA Community of Practice, Workgroup on Principles and Practices in Natural Environments. (2008). Agreed upon practices for providing early intervention services in natural environments. Retrieved from http://www.nectac.org/~pdfs/topics/families/ AgreedUponPractices_FinalDraft2_01_08.pdf
10. Early Childhood Outcomes Center. (2011). ECO resources: IFSP/IEP-outcomes integration. Retrieved from http://www.fpg.unc.edu/~eco/pages/integration.cfm
11. Early Childhood Outcomes Center, IFSP/IEP-Outcomes Integration Think Tank. (2010). Integrating child outcome measurement with the Individualized Education Program (IEP) process: Implementation Rating Scale. Retrieved from http://leadershipmega-conf-reg.tadnet.org/uploads/ file_assets/attachments/281/ original_Integrating_outcomes_IEP_rating.pdf?1280240466
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