Developing High-Quality, Functional IFSP Outcomes and IEP Goals Training Package
Here's what users are saying about the Developing High-Quality, Functional IFSP Outcomes and IEP Goals Training Package...
North Carolina Section 619 Program
"It's a challenging topic, and this training provided the information needed to move forward with assurance."
Vivian James, 619 Coordinator
What we did:
- Used a "train the trainer" model in four 1-day trainings across the state.
- Monitors, coordinators, and trainers of each LEA attended.
- Adapted activities and discussion to reflect all areas of eligibility for preschool children: speech and language only, hearing impaired, visually impaired, developmentally delayed, and autism.
- Expanded to 10 case studies for the placemat activity with background information and present level of functional academic performance for each case study.
What we learned:
- Having buy-in from the monitoring team meant that North Carolina could access state funds to support the statewide training.
- We recommend ending the day with an activity on developing short term objectives and benchmarks.
South Carolina Part C Program
"I can't tell you how many people commented on evaluations that this was one of the best training[s] they'd been through in years. I think it's [the] information that people were craving."
Stephanie Hicklin, Part C TA Provider
What we did:
- Provided IFSP training at the Family Connection Conference (a parent-to-parent event) to introduce the concept of functional IFSP outcomes to families. Parents, service coordinators and providers attended this event.
- South Carolina T&TA staff conducted 6 additional 4-hour trainings across the state.
- BabyNet Part C credential was offered to the service coordinators, special instructors, therapists and other providers who attended.
- Adapted the material using Articulate Storyline software to make it interactive and ensure both on-site and remote participants had access.
- Used the Kim at 17 Months case study throughout the training, highlighting pertinent details from the case study in each section.
- Tested the feasibility of developing and implementing an online mini course, adapting the materials into three 1-hour online sessions. Some sessions included narrated slide presentations, while other sessions were primarily self-directed learning followed by discussion.
What we learned:
- There was lower participation from the hourly-paid private staff, such as therapists, because they were not paid for their time or reimbursed for their travel. Participation was considered a part of paid work time for full time salaried staff.
- Allow plenty of time for the popular placemat (outcome rating) activity. Participants reported that they gained a lot from the discussions. It's especially important to provide more explanation about why an outcome is written poorly, and to offer suggestions on what would support the statement to meet all the criteria for high quality.
- It might be helpful to come up with more examples of high quality IFSP outcomes relevant to your work or a target population.
Vermont Part C and Section 619 Programs
"This training really helped participants see the similarities between [Part] C and 619."
Kate Rogers, 619 Coordinator
"[Participants] talked about how when we come to transition meetings, we'll be using the same framework. Not only will it be good for us, as practitioners, but it will also be good for our families."
Maureen Sullivan, Part C TA Provider
What we did:
- Staff from both Part C and Part B 619 programs coordinated six 1-day regional joint trainings for Part C and Part B 619 staff, with one objective being better understanding of the similarities across programs.
- Held joint session in the morning with more specific information for each program in the afternoon, such as Section 4 so that each could focus on the definitions of quality for IFSP outcomes and IEP goals, respectively.
- Used the training to support the recent movement toward integrating the child outcomes measurement in to the Vermont early childhood IEP.
- Added more time for discussion to all sections of the training package.
- Added video introduction, provided by one of the authors of the training package, to the modules, which lent more credibility of the content to the staff in attendance, and emphasized the importance of high-quality, functional IFSP outcomes and IEP goals from a national perspective.
- Adapting content from the training package by Vermont Part C technical assistance staff to be used in both undergraduate and graduate courses at the University of Vermont.
What we learned:
- Coordinating between the Part C and Part B 619 programs facilitated the successful implementation of this training package. Not only is joint training beneficial to the providers in both programs, it demonstrates collaboration when the state staff work together to improve practices between programs.
- It was helpful to have Part C and Part B 619 funds available to support space rental, food and travel. It helped to facilitate the implementation of the training and to get people to the training.
- Leave plenty of time for each section of the training – each one took longer than anticipated. Participants had many questions that came up in each section.
- Each state that uses the training package should consider adding state-specific information and examples to make the information more relevant to participants.