Developing
High-Quality,
Functional
IFSP Outcomes
In Kansas tiny-k
Programs
KDEC 2014
Presenters: Kelly Jorgensen, Peggy Kemp, Sarah Walters
Kansas Department of Health and Environment – Infant Toddler Services
Kansas Inservice Training System – KITS – University of Kansas
Goal
Understand how to:
• Develop IFSP
outcomes
Functional
Assessment
• Rate the quality of
outcomes and goals
3 Global
Child
Outcomes
Meaningful
IFSP Outcomes
and IEP Goals
2
Using Information
to Develop Outcomes/Goals
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
3
Relationship of Outcomes to Services
First…
develop IFSP outcomes based on functional, authentic
assessment information
Then…
Determine services and supports based on what is
necessary to meet the outcomes
4
IFSP Outcomes
• IFSP Outcomes: “What
would your family like to
see happen for your
child/family?”
• Two types of outcomes
– Child Outcomes
– Family Outcomes
5
IFSP Child Outcomes
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
6
IFSP Family Outcomes
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
7
Developing Criteria,
Procedures and Timelines
• 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?
8
High-Quality, Functional
IFSP Outcomes
• Necessary and functional for child’s and family’s life
• Reflect real-life contextualized settings
• Discipline-free
• Jargon-free, clear and simple
• Emphasize the positive
• Avoid use of passive words (e.g., tolerate, receive,
improve, maintain)
9
Developing
High-Quality,
Functional
IFSP Outcomes
Rating
IFSP Outcomes
Lucas, A., Gillaspy, K., Peters, M. L., & Hurth, J. (2012). Enhancing Recognition of HighQuality, Functional IFSP Outcomes and IEP Goals: A training activity for Infant and
Toddler service providers and ECSE teachers. Retrieved from
http://www.nectac.org/~pdfs/pubs/rating-ifsp-iep-training.pdf
10
The OUTCOME
is necessary
and functional
for the child’s
and family’s life.
The OUTCOME
is discipline-free.
The OUTCOME
reflects real-life
contextualized
settings (e.g.,
not test items).
Criteria for Rating
IFSP Outcomes
Place Card Here
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 or ongoing
assessment.
The wording of
the OUTCOME is
jargon-free,
clear and simple.
The wording of
the OUTCOME
emphasizes the
positive.
The OUTCOME
avoids the use
of passive words
(e.g., tolerate,
receive, improve,
maintain).
The OUTCOME
is necessary
and functional
for the child’s
and family’s life.
Criteria for Rating
IFSP Outcomes
The wording of
the OUTCOME
emphasizes the
positive.
The OUTCOME
is discipline-free.
The OUTCOME
reflects real-life
contextualized
settings (e.g.,
not test items).
The wording of
the OUTCOME is
jargon-free,
clear and simple.
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 or ongoing
assessment.
The OUTCOME
avoids the use
of passive words
(e.g., tolerate,
receive, improve,
maintain).
Developing
High-Quality,
Functional
IFSP Outcomes
Debrief
Rating IFSP Outcomes
13
Developing
High-Quality,
Functional
IFSP Outcomes
Enhancing Recognition
of High-Quality, Functional IFSP
Outcomes and IEP Goals
Instructions and materials for
this activity may be found at:
http://www.nectac.org/~pdfs/pubs/rati
ng-ifsp-iep-training.pdf
14
6 Steps to Outcome Writing in Kansas
Review Worksheet
Activity:
Use IFSP and Worksheet to Develop
at least 2 child outcomes and 2 parent
outcomes
Rate outcome developed by your team
15
Resources on IFSPs
IFSP
•
•
Agreed Upon Practices For Providing
Early Intervention Services In Natural
Environments
KITS
http://www.nectac.org/~pdfs/topics/families/AgreedU
ponPractices_FinalDraft2_01_08.pdf
www.kskits.org
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_no
1.pdf
•
Websites
KDHE – Infant
Toddler Services
NECTAC website
http://www.nectac.org/topics/families/famresources.
asp
www.ksits.org
16
Questions?
Resource
Adapted From:
Developing
High-Quality,
Functional IFSP
Outcomes and
IEP Goals
presented in collaboration with