Writing Quality IFSP Outcomes Online Learning Modules

IMP Proposal EDET 793 Stephanie Hicklin

Who, What, Why

The Individualized Family Service Plan (IFSP) is the most important document created during a family's participation in the BabyNet program. Part C (infants and toddlers) of the Individuals with Disabilities Education Act has many requirements for what should be included in each family's IFSP. These required components include (a) a statement of the childs functional abilities; (b) family priorities, strengths, resources, and concerns; (c) outcomes for the child and family, including those for transition; and (d) procedures, services, timelines, and criteria for achieving selected outcomes (34 CFR 303.344). Members of a family's IFSP team should come to an IFSP team meeting already understanding what resources the family has and what their needs and concerns are currently. It's these resources, priorities, and concerns that help the team (which includes the family) to better identify the outcomes they want the family and the child to be able to accomplish during their participation in the BabyNet program. According to the Part C Regulations, the IFSP team includes (1) the parent(s); (2) other family members, as requested by the family; (3) child advocates, as requested by the family; (4) the current service coordinator; (5) evaluators or assessment providers; and (6) any person already providing early intervention services to the family. The Early Childhood Technical Assistance Center (ECTA), previously known as NECTAC, published a comprehensive IFSP Outcomes training package in 2011 that was available to all states to use to design their own professional development/training activities that would meet the needs of their state. I decided to take this content and create learning modules for my EDET 650 Internship in Educational Technology. The project was very successful. I was pleased with the feedback from the pilot group and pleased with their level of understanding of the training content. The problem was that our training unit, now down to two full-time training specialists, just can't handle the demands of 1500+ BabyNet staff all needing to participate in online learning modules with discussion post requirements (facilitation). We are searching for ways to increase the learners' opportunities for interaction, but lessen the need for course/module facilitation.

Where, How
I recently participated in online learning modules provided by the Centers for Disease Control, Act Early Campaign. The modules were centered around case studies of children with autism. Each module started with the child's story and then introduced content, video, graphics, fact sheets, etc. that helped the learner navigate through the

module to learn what they needed. Every few slides, there were 2-3 question "knowledge checks." The mini quizzes helped the learner to make sure they were focusing on the important information. These modules could be accessed by anyone who was interested in learning more about early identification of autism, but for those who needed to document their progress, there was a final test. This test allowed users to gain continuing education credit for many professional licenses. I realized that the software used for these modules had features that were similar to those in Lectora Enterprise. I have access to Lectora Enterprise through my current job and thought it would be very interesting to see if I could take the content on IFSP Outcomes and create a similar interactive e-learning module(s). The current modules are divided into 6 PowerPoint presentations. They include speaker's notes and resources. The 6th presentation is a full case study that uses everything that was taught in the first five presentations. I would like to take that case study and create a module similar to the format of the autism modules. I will include videos, graphics, fact sheets, outside links, and other resources. I will include "knowledge checks" every few slides and will also publish a final test. Users will have to pass this test with 80% accuracy in order to get credit for the module. This work will allow BabyNet personnel to earn 3 hours towards their Part C Credential Renewal. This is the same amount of hours received by the pilot group (from EDET 650) and those who participated in faceto-face versions of this training. The tests will be housed in our LMS, while the modules (web-based, HTML 5) will be posted on our website. Because the modules will be on our website, all IFSP team members will have access and not just BabyNet Personnel.

Learning Goals
The learner will be able to: Successfully navigate the learning module Use all available formal and informal assessment information to draft high-quality IFSP Outcomes

Learning Objectives
Determine a familys resources, priorities, and concerns Determine a childs present level of development Identify necessary services and supports that will help the family and child reach their IFSP outcomes. Access the final test in the TECSbook LMS if credential credit is required.

References (from the original content) McWilliam, R. A. (2006). Steps to build a functional outcome. Siskin Childrens Institute. Retrieved from http://www.siskin.org/downloads/Steps_to_Build_a_Functional_Child_Outcome.pdf McWilliam, R. A. (2009). Goal Functionality Scale III. Retrieved from http://www.nectac.org/~pdfs/topics/families/GoalFunctionalityScaleIII_2_.pdf Rush, M. L., & Shelden, D. D. (2009). Tips and techniques for developing participationbased IFSP outcomes statements, BriefCASE, 2(1). Retrieved from http://www.fippcase.org/briefcase/briefcase_vol2_no1.pdf U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2000). A guide to the Individualized Education Program. Retrieved from http://www2.ed.gov/parents/needs/speced/iepguide/iepguide.pdf U.S. Department of Education, Office of Special Education and Rehabilitative Services. (n.d.). Model form: Individualized Education Plan. Retrieved from http://www2.ed.gov/policy/speced/guid/idea/modelform-iep.pdf Bar-Lev, N., Van Haren, B., Laffin, K., Wright, A., Derginer, M., Graves, T., Kubinski, E., & Bernt,. S. (2009). A guide to connecting academic standards and IEPs (draft). Retrieved from http://dpi.state.wi.us/sped/pdf/iepstandardsguide.pdf OSEP TA Community of Practice, Workgroup on Principles and Practices in Natural Environments. (2008). Mission and key principles of early intervention services. Retrieved from http://www.nectac.org/~pdfs/topics/families/Finalmissionandprinciples3_11_08.pdf OSEP TA Community of Practice, Workgroup on Principles and Practices in Natural Environments. (2008). Seven key principles: Looks like/doesn't look like. Retrieved from http://www.nectac.org/~pdfs/topics/families/Principles_LooksLike_DoesntLookLike 3_11_08.pdf OSEP TA Community of Practice, Workgroup on Principles and Practices in Natural Environments. (2008). Agreed upon practices for providing early intervention services in natural environments. Retrieved from http://www.nectac.org/~pdfs/topics/families/AgreedUponPractices_FinalDraft2_01_ 08.pdf Early Childhood Outcomes Center. (2011). ECO resources: IFSP/IEP-outcomes integration. Retrieved from http://www.fpg.unc.edu/~eco/pages/integration.cfm Early Childhood Outcomes Center, IFSP/IEP-Outcomes Integration Think Tank. (2010). Integrating child outcome measurement with the Individualized Education Program (IEP) process: Implementation Rating Scale. Retrieved from http://leadershipmega-confreg.tadnet.org/uploads/file_assets/attachments/281/original_Integrating_outcomes _IEP_rating.pdf?1280240466