Realizing Results: Integrating Early Childhood Outcomes (ECO)

with the IEP

31st Annual KDEC ConferenceFebruary 28, 2013

Wichita, Kansas

Presented byPhoebe Rinkel, M.S., TASN-KITSChelie 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

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.

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Goal of Preschool Special Education

1) Positive social emotional skills (including positive social relationships)

2) Acquisition and use of knowledge and skills (including early language/communication and for preschool, literacy)

3) Use of appropriate behaviors to meet their needs

ECO Center, 2004

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3 Global Child Outcomes of Early Intervention and Early Childhood

Special Education

2013-2014Integrating ECO into the IFSP/IEP process to support improved practices, measurement, and positive outcomes for children and families

2011-2012Understanding and using ECO data for program improvement

2008-2010Refining the process for measuring and reporting ECO2006-2007Developing 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 2004-2005Designing the process for measuring and reporting ECO to the Office of Special Education Programs (OSEP)Im

plem

enta

tion

Tim

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e fo

r Kan

sas E

CO

2006-2007

2008-2010

2011-2012

2013-2014

2004-2005

Developing High-Quality,

Functional IFSP Outcomes and IEP Goals

http://www.nectac.org/knowledgepath/ifspoutcomes-iepgoals/ifspoutcomes-iepgoals.asp

presented in collaboration with

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MeaningfulIFSP Outcomesand IEP Goals

3 Global Child

Outcomes

GoalUnderstand the connections among:

• Functional Assessment

• Developing meaningful IEP Goals

• Measuring the 3 global child outcomes

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.

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Making the Connection:Using 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

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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 Functional Assessment?

Our Focus ShiftsFrom 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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Functional 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 Functional Assessment?

Over time:

“One-time observations even in the natural context, are insufficient and often misleading.”

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When is Functional Assessment performed?

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

• 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!

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How is Functional Assessment Performed?

• 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

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Involving Families

Only in the children’s natural everyday settings, activities, and routines

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Where is Functional Assessment performed?

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)

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“Everything that can be measured counts, but not everything that counts

can be measured.”

Usefulness of Conventional Assessment:

• To distinguish typical from atypical performance

• To provide one more source of information

Conventional Assessment

• Yields a real picture of the child

• Guides identification of functional individualized outcomes and goals

• Supports strengths-based approach

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Why is Functional Fundamental?

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MeaningfulIFSP Outcomesand IEP Goals

3 Global Child

Outcomes

GoalUnderstand the connections among:

• Functional Assessment

• Developing meaningful IEP Goals

• Measuring the 3 global child outcomes

2012 – 2013

IEP Trainingfor Kansas Schools

Kansas State Department of Education Technical Assistance System Network

Early Childhood: Writing IEPs for Young Children

http://ksdetasn.org/cms/index.php/iep-training-coaching-resources

Linking the IEP and ECO Process

Using Information from the DBRF to Develop PLAAFP

Age- appropriate skills/ behaviors

Immediate foundational skills/behaviors (3-6 months delay)

Skills/behaviors of much younger child

Using Information 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 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. www.ksdetasn.org

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

Things child can learn from a responsive teacher and other children in a quality early

childhood environment

Things child can learn given special materials, extra attention, and

practice within the general curriculum

Things child can learn given

individualized instruction

ALL

Som

e

Few

Curriculum vs. IEP Goals Which are curriculum goals for the end of pre-k?

1. Demonstrate an understanding that the last number spoken represents the set.

2. Rote count to 103. Add two groups of concrete objects by counting the total4. Use blocks/beads to extend patterns5. Identify some known letters of the alphabet in words6. Make some letter-sound combinations7. Produce rhyming words8. Copy some familiar words9. 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 of groups 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

Step 1: Determine the academic (preschool

activities) and functional area(s) based on identified needs.

Following directions

Step 2: What routine(s) or activity(ies)

does this affect? Outdoor activities

Step 3: Draft the condition and behavior

portion of the goal[routines or activities]

during outdoor activities, Nathan will stop, wait, and stay with others

by following directionsfor his safety

Step 4: Draft the criterion portion of the goal

and add the time frame

By Dec. 20xx, …… 2 out of 3 opportunities across 3 consecutive

days

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Develop Functional IEP Goals

Adapted from McWilliam, R.A. (2006)

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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

PLAAFP Measurable Annual Goals

Services

www.ksdetasn.org

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Info from IFSP/IEP process

Determine Eligibility

Develop Outcomes/

Goals

Select Routines, Activities Settings

Develop Strategies/Ob

jectives

Determine People and Resources (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

Using Information from Functional Assessment within the

IFSP/IEP Process

Integrated Outcomes-IEP Process

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MeaningfulIFSP Outcomesand IEP Goals

3 Global Child

Outcomes

GoalUnderstand the connections among:

• Functional Assessment

• Developing meaningful IEP Goals

• Measuring the 3 global child outcomes

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

• 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.

www.ksdetasn.org

Early Steps to Integrating ECO with the IEP Process

• Include functional authentic assessment in the evaluation that will provide the team with information on all three ECO. – Consider the child’s functioning in the context of everyday

activities and routines, in the three ECO areas. • Document supporting evidence for ECO rating throughout the

assessment and evaluation process• During the IEP meeting, organize the discussion of the child in

relation to the ECO;– Discuss how the child is functioning in the ECO areas and

how the child’s skill’s and behaviors in the ECOS areas compare with other children the same age.

• In the PLAAFP, organize the description of strengths and need as they relate to the three outcome areas.

www.ksdetasn.org

NEXT Steps in Integrating ECO with the IEP Process

• Share information about the 3 global outcomes and the ratings process with families during the evaluation and eligibility process.

• Use information from the DBRF, Child Outcomes Summary narrative, and language (not numbers) from the COSF ratings to describe PLAAFPs (this means COSF must be completed as part of the evaluation/eligibility/IEP process).

• Determine the ratings as part of the IEP process (initially and annually thereafter).• Continue to update curriculum based assessment information

quarterly, or as recommended by publisher, for ongoing progress monitoring.

Potential Challenges to Integrating ECO and IEP Processes

• IEP formats currently require domain specific PLAAFPs

• Some districts require goals linked to standards

• Philosophical views differ regarding strengths vs deficit based IEPs

Next Steps: Self Assessment

Exploration Stage: Assessing Readiness• Articulate desired changes• Compare approaches• Explore implementation• Conduct public awareness

Hexagon for Integrating Outcomes Exploration Toolhttp://projects.fpg.unc.edu/~eco/pages/events.cfm

Next Steps: Self AssessmentInstallation Stage: Planning for Implementation• Secure Leadership

Support• Develop a

communication plan

• Develop message & materials

• Build an implementation team

• Determine system supports

• Build training and technical assistance capacity

• Develop an implementation plan

Next Steps: Self Assessment

Installation Stage: Planning for Implementation• Integrating Child Outcomes Measurement with the

Individualized Education Program (IEP) Process: Implementation Rating Scale

• Integrating Child Outcomes Measurement with the IEP Summary Worksheet

http://projects.fpg.unc.edu/~eco/pages/integration.cfm#FlowChartsandActivities

ECO/IEP Integration Support

KSDE TASN http://www.ksdetasn.orgTiffany Smith, KSDE tsmith@ksde.orgPhoebe Rinkel, TASN-KITS prinkel@ku.eduChelie Nelson, TASN-KITS chelie.nelson@ku.edu

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ReferencesBagnato, S.J., Neisworth, J.T., & Pretti-Frontczak, K. Linking Authentic Assessment and Early Childhood Intervention -Best Measures for Best Practices, Second Edition. Brookes Publishing, Baltimore, MD. 2010.Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.Jung, L. (2003). More is better: Maximizing natural learning opportunities. Young Exceptional Children, 6(3), 21-26.Key Practices Underlying the IEP Process: Supporting Family Participation, Inclusive Practices and Positive Outcomes for Preschool Children with Disabilities, 2012 (Workgroup on Principles and Practices for the IEP Process). Retrieved from http://www.nectac.org/~pdfs/knowledgepath/ifspoutcomes-iepgoals/Key_Principles_IEP_Process.pdf McWilliam, R.A. (2006). Steps to build a functional outcome. Retrieved from http://www.siskin.org/downloads/Steps_to_Build_a_Functional_Child_Outcome.pdf