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!

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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 resultsPurpose• 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 goalsBELIEVE

– that child learn best through participation in everyday activities

MeaningfulIFSP outcomes &

IEP goals

3 global child

outcomes

Functional Assessmen

t

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 √ √ √ √ √ √

MeaningfulIFSP outcomes &

IEP goals

3 global child

outcomes

Functional Assessme

nt

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