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Improving Systems, Practices, and Outcomes

Talking with Families

This page describes resources and best practices for program staff when talking with families about child outcomes and family outcomes. Program staff support family participation in the outcomes measurement process in three ways:

A list of Resources for Talking with Families is also provided.

Informing Families About Child and Family Outcomes

Program staff:

  • Define child and family outcomes with families.
  • Describe the purposes of collecting outcomes data, including:
    • Program accountability
    • Measuring child progress
    • Improving practices, interventions, or services
  • Discuss with families the outcomes measurement process in their state or program, including:
    • When children and families are assessed (for example, at entry and exit, or annual survey)
    • How information is gathered about the child and family
    • Tools used for assessment

Supporting Family Participation in Data Collection

Families participate in the collection of outcomes data in several ways. Collecting information from families for the measurement of child outcomes data is a part of all early intervention and early childhood special education program activities, throughout referral and intake, initial and ongoing child assessment, and measuring child progress.

Families also participate in activities that assess their experiences in the program including family surveys, interviews or focus groups that provide feedback to their child's early intervention or early childhood special education program.

Program staff:

  • Invite family engagement through multiple options and formats for collecting information about their child and family (for example, interview guides and checklists).
  • Use a strengths-based approach to gather information about the child and family.
  • Use an individualized approach to gather information from families (for example, including communicating in a family's home language and scheduling visits based on the family's schedule).
  • Obtain information about the child in their natural environments (for example, at-home, at childcare, or with familiar adults present).
  • Use multiple sources to gather information about child functioning, which can include direct observation using assessment tools, and structured or informal family interviews.
  • Engage families in the outcomes measurement process in an ongoing manner throughout their time in the program.

Reviewing Child and Family Outcomes Data with Families

Families play a vital role in the review of their child's outcomes data throughout their time in early intervention and early childhood special education. Programs must support a family's understanding of the data by informing them about the processes and uses of both child- and family-level data, and by informing them of and reviewing data collected across their program, district, or state.

Child and Family Data

Program staff:

  • Review child level data with families.
  • Accurately describe and discuss child's behaviors and skills in an understandable, sensitive manner.
  • Communicate child's skills in relation to outcomes measurement in a meaningful way that addresses strengths, needs, and concerns.
  • Engage families in meaningful conversations about outcomes measurement findings.
  • Use child and family data to write IFSP/IEP outcomes and plan for services.

Program and State Data

Program staff:

  • Present data in multiple formats and in plain language.
  • Engage stakeholders in discussion and data interpretation.

Resources for Talking with Families