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Improving Systems, Practices, and Outcomes

Developing High-Quality, Functional IFSP Outcomes and IEP Goals Training Package

This training package was developed collaboratively with staff from the ECTA Center and the Western Regional Resource Center (WRRC) in response to the needs of state and local providers. First published in September 2012, this training package includes:

If you have questions about these materials, contact Anne Lucas:

anne.lucas@unc.edu

Guidance for Trainers

You can use these training materials to help providers, practitioners, and teachers in Part C early intervention (EI) and Part B, Section 619 early childhood special education (ECSE) understand:

  • The evidence behind how children learn.
  • The fundamental components of functional assessment.
  • How to use that information to develop functional IFSP outcomes and IEP goals.

This training was developed in response to the need expressed from state and local providers to have specific information and resources available to practitioners to support their understanding and application of:

  • The criteria of high quality, functional, participation-based outcomes and goals that not only meet the requirements of federal regulations, but are meaningful to families as well.
  • The clear and deliberate link between each step in the IFSP/IEP process, starting with initial contact through transition, and supported by the evidence of how children learn best through every day activities and routines with familiar people.
  • The essential knowledge that practitioners must have, including how to:
    • Gather information from families throughout the process
    • Conduct a functional assessment
    • Develop high quality, functional, and individualized outcomes and goals
    • Complete the child outcomes measurement process for program improvement and program accountability

Sample Full-Day Training Agenda
Time Topic Presentation
9:00–9:15 Welcome and Introductions
  • Section 1, Slides 1–4
9:15–10:15 Setting the Context:
  • How children learn
  • Adults' roles and supporting children's learning
  • Goals of early intervention/ early childhood special education and the child and family outcomes
  • Section 1, Slides 5–29
10:15–10:30 Break —
10:30–11:15 Functional Assessment
  • Section 2, Slides 5–21
11:15–12:00
  • Linking how children learn and functional assessment with goals and outcomes
  • Activity: Video
  • Using Information to Develop Functional Outcomes and Goals
  • Section 3, Slides 5–13
  • Section 4, Slides 5–7
12:00–1:00 Lunch —
1:00–1:30 Developing Functional Outcomes and Goals
  • IFSP Outcomes
  • IEP Goals
  • Section 4, Slides 7–38
1:30–2:15 Developing Functional Outcomes and Goals (continued)
  • Activity: Rating IFSP Outcomes and IEP Goals
  • Resources for developing outcomes and goals
  • Section 4, Slides 39–45
2:15–2:30 Break —
2:30–2:45 Developing Strategies and Services to Meet Goals and Outcomes
  • Section 5, Slides 5–13
2:45–3:45 Activity: “Kim” Case Study
  • Section 6, Slides 5–6
3:45–4:00 Resources, questions and wrap up
  • Section 6, Slides 7–8

Time

You can adapt the training for a half-day (3–4 hour) time frame, or for a conference session length of time (90 minutes–2 hours). When adapting for shorter times, condense content and activities, or omit them entirely.

  • If overall time on each topic is reduced, a half-day training can accommodate all of the content and activities, including the application activity.
  • For a conference session, use only one video activity (Tim or Nolan), and focus on rating activities. Omit slides that don't address the needs of participants. For a 90-minute presentation, avoid using too many slides.

Audience

This presentation was developed for presentation to EI or ECSE audiences together but can be adapted to present to either audience separately. The table of handouts, activities, and supplemental materials identifies each item as specific to EI or ECSE. The presentation slides should be reviewed and edited as needed to tailor the presentation to IFSP outcomes (for EI providers) or IEP goals (for ECSE providers).

Context

All or portions of this Training Package may be used in a variety of ways to match the content needs of the audience. Examples might include:

  • Topical: Break content in to small chunks (for example, "How Children Learn", or "Functional Assessment") and offer a series of 1-hour trainings.
  • Foundational Presentations: Setting the Context, Functional Assessment, IFSP Outcomes/IEP Goals and an introduction to the Rating Activity can be presented as separate trainings.
  • Embed Into Existing Trainings: Include any of these slides, activities, and handouts into your existing state, regional and local training materials.

Accessibility

Determine in advance if you need to adapt the presentation and materials for participants (for example, large print materials, electronic files, seating preference, or sign language interpretation services).

Training Presentations

Photograph of Child (by Alex Lazara)

The training packages' presentation materials are provided in six Microsoft Powerpoint presentations. Each includes information for both Early Intervention (EI) and Early Childhood Special Education (ECSE) settings.

Handouts, Activities and Supplemental Materials

Editing and adapting those presentations may result in changes to the slide numbers. Make any edits to these materials carefully!

Handouts, Activities and Supplemental Materials
Title Type Audience Presentation Notes
Child Outcomes Handout EI, ECSE
  • Section 1, Slide 18
 This page provides an overview of child outcomes and national data analysis.
Family Outcomes Handout EI, ECSE
  • Section 1, Slide 18
 This page provides an overview of family outcomes and national data analysis.
Seven Key Principles and Practices for Providing Early Intervention Services in Natural Environments Handout EI
  • Section 1, Slide 19
 This document covers the mission and principles of Part C early intervention.
Seven Key Principles and Practices for Providing Early Intervention Services in Natural Environments: Looks Like/Doesn't Look Like Handout EI
  • Section 1, Slide 19
 This document provides information about the principles of Part C early intervention.
Key Principles Underlying the IEP Process: Supporting Family Participation, Inclusive Practices and Positive Outcomes for Preschool Children with Disabilities Handout ECSE
  • Section 1, Slide 20
 This document contains information about the goal and principles of early childhood special education.
Questions for Eliciting Family Interests, Priorities, and Concerns Handout EI, ECSE
  • Section 2, Slides 16-17
 This handout provides a comprehensive list of questions that practitioners can ask families to gather information.
Table Talk: Authentic Assessment Activity EI, ECSE
  • Section 2, Slide 20
 In this activity, participants have group conversations about authentic assessment practices.
Integrated Outcomes: Individualized Family Service Plan (IFSP) Process Handout EI
  • Section 3, Slide 9
 This flow chart of the IFSP process notes child outcomes measurement steps.
Integrated Outcomes: Individual Education Planning (IEP) Process Handout ECSE
  • Section 3, Slide 9
 This flow chart of the IEP process notes child outcomes measurement steps.
"Nolan's Story" Activity EI
  • Section 3, Slide 11
 Show for the Video: "Nolan" activity.
"Tim" Activity ECSE
  • Section 3, Slide 12
 Show for the Video: "Tim" activity.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes Activity EI
  • Section 4, Slide 39
 This training activity helps participants develop understanding of criteria for high quality, participation-based IFSP outcomes. Includes answer key.
Enhancing Recognition of High-Quality, Functional IEP Goals Activity ECSE
  • Section 4, Slide 39
 This training activity helps participants develop understanding of criteria for high quality, participation-based IEP goals. Includes answer key.
Early Intervention (Part C) Child Example: "Kim" at 17 Months of Age Activity EI, ECSE
  • Section 6, Slide 5
 This case study includes medical and developmental background on Kim, information on family routines and priorities, and child developmental background that will be used to complete the worksheet above.
Preschool Case Study: "Kim" at 35 months of Age Activity ECSE
  • Section 6, Slide 5
 This case study includes medical and developmental background on Kim, information on family routines and priorities, and child developmental background that will be used to complete the worksheet above.
Resources for Writing Good IFSP Outcomes Supplement EI — This webpage provides presentation examples and resources for developing IFSP outcomes.
Agreed Upon Practices For Providing Early Intervention Services In Natural Environments Supplement EI — This document provides additional information on the quality practices that, when used, can lead to high quality, participation based, functional IFSP outcomes.
Tips and Techniques for Developing Participation-Based IFSP Outcomes Statements Supplement EI, ECSE — This document by Rush and Shelden provides in depth information on the process of gathering information about children and families in every day routines and activities for the purpose of developing participation based IFSP outcome statements.
Key Practices Underlying the IEP Process: Supporting Family Participation, Inclusive Practices, and Positive Outcomes for Preschool Children with Disabilities Supplement ECSE — This document provides additional information on the quality practices that, when used, can lead to high-quality, participation-based, functional IEP goals.
OSEP Topic Area: IEP Supplement ECSE — OSEP provides guidance, resources, and a model IEP form.

Additional References

  • Adolph, K.E., Vereijken, B., & Shrout, P.E. (2003). What changes in infant walking and why. Child Development, 74(2), 475–497. https://doi.org/10.1111/1467-8624.7402011
  • Bagnato, S.J., Neisworth, J.T., & Pretti-Frontczak, K. (2010). LINKing authentic assessment and early childhood intervention: Best measures for best practices. Paul H. Brookes Pub.
  • Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press. https://doi.org/10.2307/j.ctv26071r6
  • Dunst, C.J., & Bruder, M.B. (1999). Family and community activity settings, natural learning environments, and children's learning opportunities. Children's Learning Opportunities Report, 1(2). https://puckett.org/everday_child_reports_lov1-2.php
  • Dunst, C.J., Bruder, M.B., Trivette, C.M., Hamby, D., Raab, M., & McLean, M. (2001). Characteristics and Consequences of Everyday Natural Learning Opportunities. Topics in Early Childhood Special Education, 21(2), 68–92. https://doi.org/10.1177/027112140102100202
  • Dunst, C.J., Bruder, M.B., Trivette, C.M., Raab, M., & McLean, M. (2001). Natural Learning Opportunities for Infants, Toddlers, and Preschoolers. Young Exceptional Children, 4(3), 18–25. https://doi.org/10.1177/109625060100400303
  • Dunst, C.J., Hamby, D., Trivette, C.M., Raab, M., & Bruder, M.B. (2002). Young Children's Participation in Everyday Family and Community Activity. Psychological Reports, 91(3), 875–897. https://doi.org/10.2466/pr0.2002.91.3.875
  • Dunst, C.J., Herter, S., & Shields, H. (2000). Interest-based natural learning opportunities. Young Exceptional Children Monograph Series No. 2: Natural Environments and Inclusion, 37–48.
  • Jung, L.A. (2003). More Better: Maximizing Natural Learning Opportunities: Maximizing Natural Learning Opportunities. Young Exceptional Children, 6(3), 21–26. https://doi.org/10.1177/109625060300600303
  • McWilliam, R.A. (2006). Steps to build a functional outcome. https://eieio.ua.edu/materials/
  • Raab, M. (2005). Interest-based child participation in everyday learning activities. CASEinPoint, 1(2). https://fipp.ncdhhs.gov/publications-products/case-publications/caseinpoint/
  • Shelden, M.L. & Rush, D.D. (2001). The Ten Myths about Providing Early Intervention Services in Natural Environments. Infants & Young Children, 14(1), 1–13. https://doi.org/10.1097/00001163-200114010-00004