OSEP/NECTAC National Early Childhood Conference December 3, 2007 Washington, DC
The Relationship of Quality Practices to Child and Family Outcomes A Focus on Functional Child...
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Transcript of The Relationship of Quality Practices to Child and Family Outcomes A Focus on Functional Child...
The Relationship of Quality Practices to Child and Family Outcomes
A Focus on Functional Child Outcomes
Kathi Gillaspy, NECTAC
Maryland State Department of Education/Division of Special Education/Early Intervention Services/Early Childhood
Intervention and Education Branch
Session Agenda
• Review of the child and family outcomes and the connection to the mission and principles of early intervention
• The relationship of outcome data and program improvement
• Overview of the “Relationship” document and how to use it
• Honing in on Functional IFSP Outcomes
2
The Mission and Principles of Early Intervention
3
Agreed Upon Mission
• Part C early intervention builds upon and provides supports and resources to assist family members and caregivers to enhance children’s learning and development through everyday learning opportunities.
4
03/11/08
AGREED UPON MISSION AND KEY PRINCIPLES FOR PROVIDING EARLY INTERVENTION SERVICES
IN NATURAL ENVIRONMENTS
Developed by the Workgroup on Principles and Practices in Natural Environments
Workgroup Members: Susan Addision, Betsy Ayankoya, Mary Beth Bruder, Carl Dunst, Larry Edelman, Andy Gomm, Barbara Hanft, Cori Hill, Joicey Hurth, Grace Kelley, Anne Lucas, Robin McWilliam, Stephanie Moss, Lynda Pletcher, Dathan Rush, M’Lisa Shelden, Mary Steenberg, Judy Swett, Nora Thompson, Julianne Woods, and Naomi Younggren. Intent: The “mission statement” reflects the broad over-arching purpose of family- centered early intervention services provided under Part C of IDEA. Principles are the foundations necessary to support the system of family- centered services and supports. Both the mission and principles were developed by the workgroup and reflect consensus opinion. Please use the following citation when referring to this work.
Citation: Workgroup on Principles and Practices in Natural Environments (November, 2007) Mission and principles for providing services in natural environments. OSEP TA Community of Practice-Part C Settings. http:/ /www.nectac.org/ topics/ families/ families.asp
Agreed Upon Principles
• Infants and toddlers learn best through everyday experiences and interactions with familiar people in familiar contexts.
• All families, with the necessary supports and resources, can enhance their children’s learning and
development.
• The primary role of a service provider in early intervention is to work with and support family members
and caregivers in children’s lives.
• The early intervention process, from initial contacts through transition, must be dynamic and
individualized to reflect the child’s and family members’ preferences, learning styles and cultural beliefs.
• IFSP outcomes must be functional and based on children’s and families’ needs and family-identified
priorities.
• The family’s priorities, needs and interests are addressed most appropriately by a primary provider who
represents and receives team and community support.
• Interventions with young children and family members must be based on explicit principles, validated
practices, best available research, and relevant laws and regulations.
5
The Family Outcomes
As a result of early intervention, families will:• Know their rights• Effectively communicate their children’s
needs, and• Help their children develop and learn
6Early Childhood Outcomes Center
The Child Outcomes
As a result of early intervention, children will demonstrate improved:• Positive social-emotional skills• Acquisition and use of knowledge and
skills• Appropriate behaviors to meet their needs
7Early Childhood Outcomes Center
• The mission and principles describe what we want to do
• The practices describe how we want to do it• The outcomes measure the impact on children
and families• SO:• If we want to have improved outcomes for
children and families, we need quality practices!
8
The connection…
9
Resource Documents
• Mission and Key Principles of Early Intervention Services
• Seven Key Principles & Looks Like/Doesn’t Look Like
• Agreed Upon Practices For Providing Early Intervention Services In Natural Environments
www.nectac.org/topics/families/families.asp
Data and Program Improvement
10
Continuous Program Improvement
Plan (vision) Program characteristics
Child and family outcomes
Implement
Check(Collect
and analyze
data)
ReflectAre we where
we want to be?
Is there a problem?
Why is it happening?
What should be
done?
Is it being done?
Is it working?
Improvement Planning for Children and Families
Plan (vision) Child and Family characteristics
Child and family outcomesDevelop individualized IFSP outcomes
Implement
Check and Assess
(Collect and
analyze data)
ReflectAre we where
we want to be?
How is the child functioning in the 3 global
outcome areas across settings?
What are concerns and priorities?
What are we doing now?
Is it being done?
Is it working?What should be
done?
How best support parents/team in implementing?
$
13
$
TA
TA
Reports for program use
Reports for
state use
MD Expectations for use of data….
Need this!
14Early Childhood Outcomes Center
The Relationship of Quality Practices to Child and Family Outcomes Measurement Results
Tool
15
Background and Purpose
Background• OSEP focus on results• National trend on implementing quality
practices to improve results
Purpose• To assist Part C (state and/or local
programs) in identifying ways to improve results for children and families through implementation of quality practices
Input on the Tool
• Jointly developed by NECTAC, ECO, and RRCP
• State and TA provider input –WRRC 2010 APR Clinic–ECO TA Cadre–Broader group of NECTAC and
RRCP staff
Linking Practices to Outcomes
• Includes key quality practices that have direct impact on child and/or family outcomes
• All practices impact all child and family outcomes but:
- most direct impact
- lesser, yet still direct, impact
Effective Practices
Family Outcomes Child Outcomes
Know rights
Commun-icate
Child’s Needs
Help Child Develop &
Learn
Relate to Others
Use Know-
ledge & Skills
Meet Needs
1. Gather information from the family regarding: their interests; important people and places in their lives; their concerns, priorities, and resources; and what’s working/what’s challenging in participating in everyday routines and activities. (NOTE: Gathering information from the family occurs overtime and prior information is reviewed and revisited with the family throughout the IFSP process).
Discuss how information gathered from the family is used in planning the assessment and in developing IFSP outcomes, strategies and services.
Use open-ended questions that encourage the family to share their thoughts and concerns; ask strength- and interest-based questions.
Discover family preferences for sharing and receiving information as well as the family’s teaching and learning strategies they prefer to use with their child.
Begin gathering functional information about the child’s participation in everyday activity settings within routines and across settings using the 3 global outcomes.
Reflections and Comments: 2. Throughout the IFSP process and ongoing intervention, provide written prior notice at all appropriate times,
obtain parent consent for evaluation/assessment and IFSP services, and ensure procedural safeguards are fully explained.
At intake, explain how EI has rules and procedures that providers must follow.
At intake, review with the family procedural safeguards provided in the program materials and inform them you will review them at different points throughout the process.
At intake, explain confidentiality. Make sure that the family knows they should only share information they are comfortable sharing.
When explaining procedural safeguards, ask the family if they have any questions and if information is clear and understandable. Ask, “Do you have any questions about why we need to do it this way?”
Reflections and Comments:
How It Can Be Used
• Analyzing local program child and family outcome data for improving practices
• Analyzing statewide child and family outcome data for state improvement
• Orienting programs/providers to key practices that support child and family outcomes
How It Can Be Used
• Connecting practices to outcomes – training activity
• Conducting self-assessment of state or local performance on practices
Honing in on Practices – The Development of Functional IFSP Outcomes
23
Identify Learning
Opportunities
Improve Functional Abilities
Social RelationsEngagement
Independence
Employ Strategies
Enhance Learning
Opportunities
Routines/Activities going well
Routines/Activities not going well
HinderingFactors
HelpingFactors
Employ Strategies
Improve RoutinePromote
Social RelationsEngagement
Independence
Pip Campbell
Linking Information Gathering to IFSP Outcomes
UNDERSTAND– how to gather information and conduct
the functional assessment …– what’s working and challenging in
everyday activities …– how to use this information to develop
IFSP outcomes/IEP goals
BELIEVE – that child learn best through
participation in everyday activities
Meaningful
IFSP outcomes & IEP goals
3 global child
outcomes
Functional Assessment
Key Steps: IFSP/IEP Process
Must Meet All Timelines
Beginning with initial contacts
and referral
Gathering Information
from parents
and caregivers
Evaluation and
functional assessme
nt
Developing IFSPs and
IEPs
Using Information within the IFSP/IEP Process
Info from IFSP/IEP process
Determine
Eligibility
Develop Outcomes/Goals
Select Routines
, Activitie
s Settings
Develop Strategies/Objectives
Determine People
and Resource
s (Services
)
Determine
Frequency and
Intensity
Determine Criteria
to Measure Progress
Family hopes
√ √
Family concerns priorities
√ √ √
Family resources
√ √ √ √
Child needs
√ √ √ √ √
Child strengths
√ √ √
Child interests
√ √ √ √
Behaviors in Settings
√ √ √ √ √
Desired activities
√ √ √ √ √ √
Meaningful
IFSP outcomes & IEP goals
3 global child
outcomes
Functional Assessment
Video Activity:
Nolan’s Story
3 Global Outcomes
1. Positive social-emotional skills (including social relationships)
2. Acquisition and use of knowledge and skills (including early language/communication [and early literacy])
3. Use of appropriate behaviors to meet their needs