Realizing Results: Integrating Early Childhood Outcomes (ECO) with the IEP

Realizing Results: Integrating Early Childhood Outcomes (ECO) with the IEP 31st Annual KDEC Conference February 28, 2013 Wichita, Kansas Presented by Phoebe Rinkel, M.S., TASN-KITS Chelie Nelson, Ph.D. TASN-KITS Tiffany Smith, M.S., KSDE

The New Frontier for Early Childhood The goals of the IDEA are no longer simply to ensure that services are available for children with disabilities and their families but also to demonstrate that those children and families are achieving positive outcomes as a result of participating in them. This is the new frontier for all early childhood programs (Hebbeler, 2008).

Session Objectives • Understand the connections among • Functional assessment • Developing meaningful IEP Goals • Measuring the 3 global child outcomes • Identify benefits and challenges of integrating ECO with IEP process • Begin program self-assessment and planning for integration of ECO with IEP process • Leave with resources to support your efforts to improve practices and outcomes for children

Goal of Preschool Special Education First articulated by the ECO Center stakeholders group in 2004, this goal recently was adopted by the expert workgroup that created the 2012 Key Practices Underlying the IEP Process: The overarching goal of preschool special education is to enable young children to be active and successful participants in home, school and community settings resulting in positive outcomes for children and their families.

3 Global Child Outcomes of Early Intervention and Early Childhood Special Education • Positive social emotional skills (including positive social relationships) • Acquisition and use of knowledge and skills (including early language/communication and for preschool, literacy) • Use of appropriate behaviors to meet their needs ECO Center, 2004

Implementation Timeline for Kansas ECO 2013-2014 Integrating ECO into the IFSP/IEP process to support improved practices, measurement, and positive outcomes for children and families 2013- 2014 2011-2012 Understanding and using ECO data for program improvement 2011-2012 2008-2010 Refining the process for measuring and reporting ECO 2008-2010 • 2006-2007 • Developing guidance & training to support local teams in • -use of approved curriculum based assessment • -completing the Child Outcomes Summary Form • -entering COSF data into the Outcomes Web System 2006- 2007 2004-2005 Designing the process for measuring and reporting ECO to the Office of Special Education Programs (OSEP) 2004-2005

Developing High-Quality, Functional IFSP Outcomes and IEP Goalshttp://www.nectac.org/knowledgepath/ifspoutcomes-iepgoals/ifspoutcomes-iepgoals.asp presented in collaboration with

Goal Understand the connections among: • Functional Assessment • Developing meaningful IEP Goals • Measuring the 3 global child outcomes

Making the Connection:Using Functional Assessment Functional assessment is the means by which we accomplish an integrated process, including developing individual outcomes/goals as well as determining the rating for each of the three global child outcomes.

What is Functional 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 “the science of the strange behavior of children, with strange adults, in strange settings for the briefest possible period of time.” Bronfenbrenner, U. (1979)

Functional Assessment

Who performs Functional Assessment? • Families and familiar, knowledgeable caregiversinthe child’s life • Providers • Teachers • Others, less familiar, can also contribute

When is Functional Assessment performed? Over time: “One-time observations even in the natural context, are insufficient and often misleading.” Bagnato, S.J., Neisworth, J.T., & Pretti-Frontczak, K.( 2010)

How is Functional Assessment Performed? • Knowing the purpose for the assessment is important • Observation is essential: keep a focus on being objective vs. subjective • Record keeping is key: qualitative vs. quantitative • Hearing from others who know the child is critical—involve families!

Involving Families • Listen to the family story • Observe and ask about the child’s day-to-day routines and activities related to • Social interactions • Engagement • Independence • Ask parents to show or describe • Observe how the parent engages the child • Observe the child in play

Where is Functional Assessment performed? Onlyin the children’s natural everyday settings, activities, and routines

Functional Assessment is Authentic • The more realistic or natural the task, • the more motivated the child • the more applicable it is to everyday events and situations • Authentic tasks and circumstances reinforce • competency-based approach to the education of young children • assessment of all disciplines across complex skills and processes • generalization of learning across settings Delaney, E. (1999)

Functional Assessment is Authentic Authentic tasks require the assessor to make no inferences about a child's capabilities, because the behaviors sampled are directly observable. Delaney, E. (1999)

Conventional Assessment Usefulness of Conventional Assessment: • To distinguish typical from atypical performance • To provide one more source of information “Everything that can be measured counts, but not everything that counts can be measured.”

Why is Functional Fundamental? • Yields a real picture of the child • Guides identification of functionalindividualized outcomes and goals • Supports strengths-based approach

IEP Trainingfor Kansas Schools Early Childhood: Writing IEPs for Young Children http://ksdetasn.org/cms/index.php/iep-training-coaching-resources 2012 – 2013 Kansas State Department of Education Technical Assistance System Network

Linking the IEP and ECO Process

Using Information from the DBRF to Develop PLAAFP Immediate foundational skills/behaviors (3-6 months delay) Skills/behaviors of much younger child Age- appropriate skills/ behaviors

Using Information from the DBRF to Develop PLAAFP

Example Outcome 2:Acquire and Use of Knowledge and Skills www.ksdetasn.org 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 attribute, name colors, understand beginning concepts (colors, size, prepositions), name 5 letters of his name, and count up to two objects correctly. He is beginning to create representational drawings, cut out shapes with straight lines, and is able to write three letters of his first name. When listening to a story or talking about immediate events, he is able to answer simple factual questions. Johnny has more difficulty with tasks that are less concrete. When given 2 or 3 step directions, Johnny will follow the first step but requires adult support for the remainder of the steps.This makes it difficult for Johnny to function independently within a preschool classroom. He has difficulty asking questions and answering “how” and “why” questions. During a small group story time, Johnny answered 1 of 6 “how/why” questions asked about the story, which indicates Johnny has difficulty with story comprehension.

Making Additional Connections Between ECO Ratings and PLAAFP In the area of acquiring and using knowledge and skills, Johnny is demonstrating many age appropriate skills as well as functioning that shows immediate foundational skills. Johnny also exhibits a significant number of skills in this area that are more like those of a much younger child.

Selecting Functional High-Priority Goals Few Things child can learn given individualized instruction Some Things child can learn given special materials, extra attention, and practice within the general curriculum ALL Things child can learn from a responsive teacher and other children in a quality early childhood environment

Curriculum vs. IEP Goals • Which are curriculum goals for the end of pre-k? • Demonstrate an understanding that the last number spoken represents the set. • Rote count to 10 • Add two groups of concrete objects by counting the total • Use blocks/beads to extend patterns • Identify some known letters of the alphabet in words • Make some letter-sound combinations • Produce rhyming words • Copy some familiar words • Tell stories based on personal experiences

What kinds of Goals are Functional? • Meaningful in the context of everyday living • Integration of behaviors or skills • Crucial for participation in daily routines (increases independence and/or adaptability) • Needed across a variety of situations

Is It Functional? • By May 20XX, when participating in a 20 minute or less large group, Paul will attend (sit on spot, look at teacher, respond when prompted) needing fewer than 2 verbal prompts for 3 out of 4 consecutive days. • Meaningful in the context of everyday living • Integration of behaviors or skills • Crucial for participation in daily routines (increases independence and/or adaptability) • Needed across a variety of situations

Is It Functional? • By May 20XX, during small groups, Abby will imitate sounds and words with 80% accuracy. • Meaningful in the context of everyday living • Integration of behaviors or skills • Crucial for participation in daily routines (increases independence and/or adaptability) • Needed across a variety of situations

Is It Functional? • By Sept. 20XX, when presented with tasks requiring comparison ofgroups of 1-5 objects, will identify how many objects are in each group without counting in 8/10 trials. • Meaningful in the context of everyday living • Integration of behaviors or skills • Crucial for participation in daily routines (increases independence and/or adaptability) • Needed across a variety of situations

Is It Functional? • By May 20XX, when given a model, John will draw horizontal and vertical strokes in 8 out of 10 trials. • Meaningful in the context of everyday living • Integration of behaviors or skills • Crucial for participation in daily routines (increases independence and/or adaptability) • Needed across a variety of situations

Is It Functional? • By May 20XX, when sitting 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 consecutive days. • Meaningful in the context of everyday living • Integration of behaviors or skills • Crucial for participation in daily routines (increases independence and/or adaptability) • Needed across a variety of situations

Is It Functional? • By May 20XX, when given a set of items, Paul will match colors with 80% accuracy • Meaningful in the context of everyday living • Integration of behaviors or skills • Crucial for participation in daily routines (increases independence and/or adaptability) • Needed across a variety of situations

Is It Functional? • By May 20XX, during a 5 minute play period, while playing games with an adult and one other child, Jordan will independently ask 2 or more questions using a picture communication system for 3 consecutive days. • Meaningful in the context of everyday living • Integration of behaviors or skills • Crucial for participation in daily routines (increases independence and/or adaptability) • Needed across a variety of situations

Is It Functional? • By Sept. 20XX, after hearing a story read and having 5 target words defined, will use 2 or more of the target words to answer questions about the story on three consecutive days. • Meaningful in the context of everyday living • Integration of behaviors or skills • Crucial for participation in daily routines (increases independence and/or adaptability) • Needed across a variety of situations

Develop Functional IEP Goals Adapted from McWilliam, R.A. (2006)

Integrating the IEP meeting and ECO rating

Additional Potential Benefits of Integrating ECO and IEP Processes • Streamlined, more efficient paperwork and use of staff time • Less missing child and/or family outcomes data • Improved authentic assessment practices: providers connect assessment and evaluation information to both processes • Improved family understanding of their child’s functioning • Improved family understanding of the purpose of EI/ECSE and their participation in services and supports • Improved providers’ understanding of the meaningful connection between the child and family outcomes and the purpose of EI/ECSE NECTAC, 2012

Measurable Annual Goals PLAAFP Services www.ksdetasn.org

Using Information from Functional Assessmentwithin the IFSP/IEP Process

Integrated Outcomes-IEP Process

Measuring ECOs • Functional IEP goals and services provided during participation in daily activities and routines allows for ongoing assessment of early childhood outcomes for • Progress monitoring • Making decisions about intervention practices • Rating outcomes at exit.

Why Use the Outcomes?? • Socially validated – reflect what we are trying to achieve • Functional • They’re integrated – emphasize the whole child • Flexible – not wedded to one particular assessment, curriculum, or level of child functioning Early Childhood Outcomes Center

Opportunities for Outcomes Measurement in IEP Process • Part C to B Transition Meeting • Curriculum Based Assessment • Parent Input • IEP Development/Eligibility • Ongoing Intervention • Annual IEP Review • Transition/Exit Early Childhood Outcomes Center

Benefits of Integrating ECO with the IEP Process • Provides better understanding of child’s functional skills and abilities across settings • Provides a better understanding of child’s functional limitations and need for assistive technology • Keeps team from automatically selecting next test item as intervention/goal • Helps family know what is expected at that age and where child is functioning now • Sharing responsibility for evaluation strengthens partnership with families • Focuses conversation on functional—not isolated—skills and behaviors ECO Center, 2010

Early Steps to Integrating ECO with the IEP Process www.ksdetasn.org • In the review of existing data, look for information related to the ECOs. • IF the child is transitioning from a Part C Infant Toddler Program, organize the discussion of the child at the 90 day transition meeting in relation to the ECOs. • During the evaluation, probe for information on caregiver concerns related to the ECOs. • Encourage families to describe their child’s typical day in the context of ECO areas, such as how he interacts with others, how he learns and solves problems, and how he gets his own needs met. • Compare the child’s functional skills and behaviors with those expected for other children his age.

Realizing Results: Integrating Early Childhood Outcomes (ECO) with the IEP