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Integra(ng  Early  Childhood  Outcomes  (ECO):  Improving  Prac(ces  In  !ny  k  and  

Part  B/Preschool    Programs    

August  29,  2013  3:00  p.m.  

August  30,  2013  11:30  a.m.  

Presented  by  Peggy  Kemp,  M.S.,  KITS  

Phoebe  Rinkel,  M.S.,  TASN-­‐KITS  Chelie  Nelson,  Ph.D.,  TASN-­‐KITS  

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 Peggy  Kemp  KITS  Part  C/!ny  k  Services  TA  provider  pmiksch@ku.edu          

 Phoebe  Rinkel  TASN  -­‐  KITS    TA  Coordinator,    Part  B/619  Preschool  TA  Provider  prinkel@ku.edu      

   

 Chelie  Nelson  TASN  –  KITS  Part  B/619,  Preschool  TA  provider  chelie.nelson@ku.edu                

 If  you  experience  technical  problems  during  the  webinar  contact:  

 

 Kim  Page  TASN  –  KITS  ECRC  Coordinator  kpage@ku.edu    (620)  421-­‐6550  extension  1638    

IntegraXng  ECO:    Session  ObjecXves    

•  Understand  the  connecXons  among  –  Using  funcXonal  assessment  –  Developing  meaningful  IFSP  Outcomes    and  IEP  Goals  – Measuring  the  3  global  child  outcomes  

•  IdenXfy  benefits  and  challenges  of  integraXng  ECO  with  IFSP/IEP  process  

•  Begin/ConXnue  program  self-­‐assessment  and  planning  for  integraXon  of  ECO  with  IFSP/IEP  process  

•  Leave  with  resources  to  support  your  efforts  to  improve  pracXces  and  outcomes  for  children  

2013-­‐2014  IntegraXng  ECO  into  the  IFSP/IEP  process  to  support  improved  pracXces,  ongoing  measurement,  and  posiXve  outcomes  for  children  and  families    2011-­‐2012  Understanding  and  using  ECO  data  for  program  improvement      2008-­‐2010  Refining  the  process  for  measuring  and  reporXng  ECO    2006-­‐2007  Developing  guidance  &  training  to  support  local  teams  in    -­‐use  of  approved  curriculum  based  assessment  -­‐compleXng  the  Child  Outcomes  Summary  Form    -­‐entering  COSF  data  into  the  Outcomes  Web  System      2004-­‐2005  Designing  the  process  for  measuring  and  reporXng  ECO  to  the  Office  of  Special  EducaXon  Programs  (OSEP)    Im

plem

enta(o

n  Timeline  for  K

ansas  E

CO  

2006- 2007

2008-2010

2011-2012

2013- 2014

2004-2005

Developing High-Quality,

Functional IFSP Outcomes and IEP Goals

hdp://www.nectac.org/knowledgepath/ifspoutcomes-­‐

iepgoals/ifspoutcomes-­‐iepgoals.asp

presented in collaboration with

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Meaningful IFSP Outcomes and IEP Goals  

3 Global Child

Outcomes  

Functional Assessment

Goal  Understand  the  connec(ons  among:  

•  Using  funcXonal  Assessment  

•  Developing  meaningful  IFSP/IEP  Outcomes/Goals    

•  Measuring  the  3  global  child  outcomes  

 

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FuncXonal  assessment  is  the  means  by  which  we  accomplish  an  integrated  process,  including  developing  individual  outcomes/goals  as  well  as  determining  the  raXng  for  each  of  the  three  global  child  outcomes.  

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Making  the  ConnecXon:  Using  FuncXonal  Assessment  

Assessment  of  the  young  child’s  skills  in  the  real  life  contexts  of  family,  culture  and  community  rather  than  discrete  isolated  tasks  irrelevant  to  daily  life  

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“the science of the strange behavior of children, with strange adults, in

strange settings for the briefest possible period of time.”

Bronfenbrenner, U. (1979)

What  is  FuncXonal  Assessment?  

Our Focus Shifts From To

Knows how to make eye contact, smile, and give a hug

Initiates affection toward caregivers and respond to others’ affection

Knows how to imitate a gesture when prompted by others

Watches what a peer says or does and incorporate it into his/her own play

Uses finger in pointing motion

Points to indicate needs or wants

Shows a skill in a specific situation

Uses a skill in actions across settings and situations to accomplish something meaningful to the child

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FuncXonal  Assessment  

•  Families  and  familiar,  knowledgeable  caregivers  in  the  child’s  life  

•  Providers  

•  Teachers  

•  Others,  less  familiar,  can  also  contribute  

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Who  Performs  FuncXonal  Assessment?  

Over  (me:  

“One-­‐!me  observa!ons  even  in  the  natural  context,  are  insufficient  and  o:en  misleading.”    

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When  is  FuncXonal  Assessment  Performed?  

Bagnato,  S.J.,  Neisworth,  J.T.,  &  Preh-­‐Frontczak,  K.(  2010)  

•  Knowing  the  purpose  for  the  assessment  is  important  

•  ObservaXon  is  essenXal:    keep  a  focus  on  being  objecXve  vs.  subjecXve  

•  Record  keeping  is  key:    qualitaXve  vs.  quanXtaXve  

•  Hearing  from  others  who  know  the  child  is  criXcal—involve  families!  

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How  is  FuncXonal  Assessment  Performed?  

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•  Listen  to  the  family  story  •  Observe  and  ask  about  the  

child’s    day-­‐to-­‐day  rouXnes  and  acXviXes  related  to  -  Social  interac(ons  -  Engagement  -  Independence  

•  Ask  parents  to  show  or  describe  

•  Observe  how  the  parent  engages  the  child  

•  Observe  the  child  in  play  

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Involving  Families  

Only  in  the  children’s  natural  everyday  sehngs,  acXviXes,  and  rouXnes  

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Where  is  FuncXonal  Assessment  Performed?  

How  Do  You  Know    Where  That  Is?  

 Ask    the    

family!    

FuncXonal  Assessment  is  Authen(c    

 

 

 

 

 

AuthenXc  tasks  require  the  assessor  to    

make  no  inferences  about  a  child's  capabili(es,    

because  the  behaviors  sampled  are  directly  observable.  

 Delaney,  E.  (1999)  

Standardized  assessments  are  someXmes  necessary  for  idenXfying  disabiliXes,  however  they  are  not  helpful  in  in  creaXng  func!onal  IFSP  outcomes/  IEP  goals.  

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Making  the  ConnecXon:  Developing  FuncXonal  IFSP  Outcomes/IEP  

Goals  linked  to  ECO    

Using  InformaXon  from  the  DBRF    to  Develop  Child  Story  or  PLAAFP  

Age-­‐  appropriate  skills/    behaviors  

Immediate  foundaXonal  skills/  behaviors    (3-­‐6  months  delay)  

Skills/    behaviors  of  much  younger    child  

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Using  InformaXon  from  the  DBRF    to  Develop  Child’s  Story  

IFSP  Example  for  Outcome  3:  Taking  Appropriate  AcXon  to  Meet  Needs  

 Davy  is  able  to  point  to  what  he  wants.  His  mother  will  hold  him  and  points  to  where  he  wants  her  to  take  him.    He  chooses  his  shirt  by  poinXng  to  the  one  he  wants  to  wear.    He  makes  some  choices  at  meal  Xme.      Family  priority  from  IFSP:      We  would  like  for  Davy  to    par!cipate  in  play,  ge>ng  dressed  and  meal  !mes  by  increasing  the  amount  of  words  he  is  able  to  say  so  that  others  can  understand  him.  

Making  AddiXonal  ConnecXons  Between  ECO  RaXngs  and  Child’s  Story  

In  the  area  of  taking  appropriate  ac!on  to  meet  needs,  Davy  is  demonstra!ng  a  few  skills  that  reflect  func!oning  in  age  appropriate  skills  and  func!oning  that  shows  immediate  founda!onal  skills.    Davy  also  exhibits  a  significant  number  of  skills  in  this  area  that  are  more  like  those  of  a  much  younger  child    and  some  behavior  that  is  not  age  appropriate  but  not  like  that  of  a  younger  child.  

Using  InformaXon  from  the  DBRF    to  Develop  PLAAFP  

Example  Outcome  2:  Acquire  and  Use  of  Knowledge  and  Skills  

Outcome  2:  Acquiring  and  using  knowledge  and  skills.    Johnny  has  acquired  some  beginning  concept  knowledge.  He  is  able  to  classify  objects  by  size  and  basic  adribute,  name  colors,  understand  beginning  concepts  (colors,  size,  preposiXons),  name  5  leders  of  his  name,  and  count  up  to  two  objects  correctly.  He  is  beginning  to  create  representaXonal  drawings,  cut  out  shapes  with  straight  lines,  and  is  able  to  write  three  leders  of  his  first  name.  When  listening  to  a  story  or  talking  about  immediate  events,  he  is  able  to  answer  simple  factual  quesXons.    Johnny  has  more  difficulty  with  tasks  that  are  less  concrete.  When  given  2  or  3  step  direc(ons,  Johnny  will  follow  the  first  step  but  requires  adult  support  for  the  remainder  of  the  steps.  This  makes  it  difficult  for  Johnny  to  func(on  independently  within  a  preschool  classroom.  He  has  difficulty  asking  ques(ons  and  answering  “how”  and  “why”  ques(ons.  During  a  small  group  story  (me,  Johnny  answered  1  of  6  “how/why”  ques(ons  asked  about  the  story,  which  indicates  Johnny  has  difficulty  with  story  comprehension.    

www.ksdetasn.org    

Making  AddiXonal  ConnecXons  Between    ECO  RaXngs  and  PLAAFP  

In  the  area  of  acquiring  and  using  knowledge  and  skills,  Johnny  is  demonstra!ng  many  age  appropriate  skills  as  well  as  func!oning  that  shows  immediate  founda!onal  skills.    Johnny  also  exhibits  a  significant  number  of  skills  in  this  area  that  are  more  like  those  of  a  much  younger  child.    

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SelecXng  FuncXonal  High-­‐Priority    IFSP  Outcomes  and  IEP  Goals  

Things  child  can  learn  from  responsive  adults  and  other  children  from  a  nurturing  family,  childcare,  or  quality  early  childhood  

environment  

Things  child  can  learn  given  special  materials,  extra  adenXon,  and  pracXce  

within  natural  sehng  or  general  educaXon  curriculum  

Things  child  can  learn  given  

individualized  intervenXon  

All  

Some  

Few   1.  What  are  the  family’s  wishes,  hopes  and  dreams  for  

their  child?  2.  What  are  the  family’s/caregiver’s/teacher’s  concerns  

regarding  the  child’s  development  and  parXcipaXon  in  everyday  rouXnes  and  acXviXes?  

3.  What  are  the  child’s  developmental  needs?  4.  How  does  informaXon  from  1-­‐3  translate  into  the  

child’s  funcXoning  or  parXcipaXon  in  everyday  acXviXes  and  rouXnes?    Consider  barriers  and  strengths.  

5.  What  are  the  family’s  and  team’s  prioriXes  (e.g.,  those  things  they  want  to  work  on  first)?  

 

 

 

Worksheet:    Developing  Measurable  and  FuncXonal  IFSP  Outcomes/Strategies  and  IEP  Goals/ObjecXves  

1.  What  strengths,  resources  and  supports  are  already  in  place?  2.  Are  changes  needed  to  make  these  strengths  more  effecXve?    3.  What  possible  opportuniXes  exist  within  exisXng  family/classroom  

rouXnes  or  environments  for  meeXng  the  outcome/goal?  4.  What  strategies  will  help  achieve  the  changes  we  want?  5.  Who  can  help?    What  roles  can  team  members  or  others  play?  6.  What  services/supports  are  needed  to  achieve  the  outcome/goal?  7.  How  will  we  know  we  have  made  progress,  achieved  the  outcome/goal,  

or  need  to  modify  it?  

Worksheet:    Developing  Measurable  and  FuncXonal  IFSP  Outcomes/Strategies  and  IEP  Goals/ObjecXves  

What  kinds  of  Outcomes  or  Goals    are  FuncXonal?    

ü Meaningful  in  the  context  of  everyday  living  

ü IntegraXon  of  behaviors  or  skills  (across  mulXple  domains)  

ü Crucial  for    parXcipaXon  in  daily  rouXnes  (increases  independence  and/or  adaptability)    

ü Needed  across  a  variety  of  situaXons  

Is  It  FuncXonal?      

•  Johnny  will  be  able  to  stack  three      1”  cubes.  

•  Meaningful  in  the  context  of  everyday  living  •  IntegraXon  of  behaviors  or  skills  (across  mulXple  domains)  •  Crucial  for    parXcipaXon  in  daily  rouXnes  (increases  independence  

and/or  adaptability  •  Needed  across  a  variety  of  situaXons    

Is  It  FuncXonal?      

•  By  May  20XX,  when  sihng  in  a  chair  with  arms  or  other  supports  (pads  and  a  footrest),  Ellie  will  feed  herself  using  a  spoon  for  at  least  half  of  the  meal  on  3  out  of  4  consecuXve  days.  

•  Meaningful  in  the  context  of  everyday  living  •  IntegraXon  of  behaviors  or  skills  (across  mulXple  domains)  •  Crucial  for    parXcipaXon  in  daily  rouXnes  (increases  independence  

and/or  adaptability)    •  Needed  across  a  variety  of  situaXons  

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IFSP  Training  for  !ny  k  Programs  

2012-­‐2013  training  series:    hdp://www.kskits.org/training/trainingVideoClips.shtml    

IFSP  Guidance  Document  and  form:  hdp://www.ksits.org/forms.htm    

2012 – 2013

IEP Training for Kansas Schools

Kansas  State  Department  of  Educa(on  Technical  Assistance  System  Network  

Early  Childhood:  Wri(ng  IEPs  for  Young  Children  hdp://ksdetasn.org/cms/index.php/iep-­‐training-­‐coaching-­‐resources    

CompleXng  the  COSF  raXng  at  the  IEP  meeXng  to  summarize  the  assessment  results  is  a  natural  and  enriching  conversaXon  

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Making  the  ConnecXon:  IntegraXng  the  ECO  raXng  with    

the  IFSP/IEP  MeeXng  

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Meaningful IFSP Outcomes and IEP Goals  

3 Global Child

Outcomes  

Functional Assessment

Outcomes/Goal  Understand  the  connec(ons  among:  

•  FuncXonal  Assessment  

•  Developing  meaningful  IFSP  Outcomes/IEP  Goals    

•  Measuring  the  3  global  child  outcomes  

 

Measuring  ECOs  •  FuncXonal  IFSP  outcomes/IEP  goals,  services  and  intervenXons  provided  during  parXcipaXon  in  daily  acXviXes  and  rouXnes  allows  for  ongoing  assessment  of  early  childhood  outcomes  for  – Progress  monitoring  – Making  decisions  about          intervenXon  pracXces    – RaXng  outcomes  at  exit.    

Why  Use  the  Outcomes??  

•  Socially  validated  –  reflect  what  we  are  trying  to  achieve  

•  FuncXonal  •  They’re  integrated  –  emphasize  the  whole  child  

•  Flexible  –  not  wedded  to  one  parXcular  assessment,  curriculum,  or  level  of  child  funcXoning  

Early  Childhood  Outcomes  Center  

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OpportuniXes  for  Outcomes  Measurement  in  IFSP/IEP  Process  

•  Part  C  to  B  TransiXon  MeeXng  

•  Curriculum  Based  Assessment  

•  Parent  Input  •  IEP  Development/Eligibility  •  Ongoing  IntervenXon  •  IFSP/IEP  Reviews  

Early  Childhood  Outcomes  Center

Early  Steps  In  IntegraXng  ECO  with  the  Kansas  IFSP/IEP  Process  

•  Share  informaXon  about  the  3  global  outcomes  and  the  raXngs  process  with  families  during  the  evaluaXon  and  eligibility  process.  

•  Use  informaXon  from  the  DBRF,  Child  Outcomes  Summary  narraXve,  and  language  (not  numbers)  from  the  COSF  raXngs  to  describe  present  levels  (this  means  COSF  would  need  to  be  completed  as  part  of  the  evaluaXon/eligibility/IFSP/IEP  process).  

•  Refine  process  for  determining  the  raXngs  as  part  of  the  IFSP/IEP  process  (iniXally  and  annually  thereater).  

•  ConXnue  to  update  curriculum  based  assessment  informaXon  quarterly,  or  as  recommended  by  publisher,  for  ongoing  progress  monitoring.  

•  ConXnue  to  update  family  interview  informaXon  at  reviews  and  annually.  

PotenXal  Challenges  to  IntegraXng  ECO  and    IFSP/IEP  Processes  in  Kansas  

Next  Steps:    Assessing  Your  Program  Principles  and  PracXces    

Part  B/619    •  IntegraXng  Child  Outcomes  Measurement  with  the  Individualized  

EducaXon  Program  (IEP)  Process:    ImplementaXon  RaXng  Scale  (Revised  July  2013)  hdp://projects.fpg.unc.edu/~eco/assets/docs/selfassessment%20_Key_PracXces_IEP_Process-­‐July2013.docx  

 !ny  k  •  IntegraXng  Child  Outcomes  Measurement  into  an  EffecXve  IFSP  Process  

(Revised  March  2012)  hdp://projects.fpg.unc.edu/~eco/assets/pdfs/SelfAssessment_IFSP_pracXces-­‐updated%2012-­‐2012.pdf    

 

ECO/IEP  IntegraXon  Support    

Part  C  !ny-­‐k  programs  Sarah  Walters,  KDHE,  SWalters@kdheks.gov  Peggy  Kemp,  KITS,  pkemp@ku.edu    Part  B/619  programs  KSDE  TASN  hdp://www.ksdetasn.org  Tiffany  Smith,  KSDE    tsmith@ksde.org  Phoebe  Rinkel,  TASN-­‐KITS  prinkel@ku.edu  Chelie  Nelson,  TASN-­‐KITS  chelie.nelson@ku.edu    

Kansas  ECO  Resources  hdp://www.kskits.org/ta/ECOOutcomes/  

 

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Messages  From  Our  Sponsors  

klawson@ku.edu  

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