Getting Ready for School Readiness: Extended IFSP Option

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Getting Ready for School Readiness Extended IFSP
Option

• Developed by
• Early Childhood Intervention and Education Branch
• Barbara Hanft, Developmental Consultant
• Marcella Franczkowski, Branch Chief

December 2009
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Pre-Post PromptPresent level of Performance

• Please review True-False statements re school
  readiness

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Learning Objectives

• Identify the educational components of school
  readiness.
• Demonstrate the process to utilize the Guidelines
  for Healthy Child Development and Care for Young
  Children Birth - 3 Years of Age (GHCD) and the
  Maryland Model for School Readiness (MMSR)
  Preschool-3 Exemplars as resources to illustrate
  how school readiness outcomes for 3 year olds can
  be addressed on Marylands Revised IFSP.
• Write language, pre-literacy (language and
  literacy) and numeracy (mathematical thinking)
  outcomes.
• Demonstrate effective IFSP process team decision
  making skills using case studies.

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Where we are..

• the Extended IFSP Option model will wrap the
  arms of family support around early childhood
  education practices to promote school readiness.
  (Pg. 3)
• Extended IFSP option for age 3-Kindergarten
  age. Policies and Procedures. MSDE, 10-30-09.

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What is school readiness?

• the state of early development that enables
  an individual child to engage in and benefit from
  early learning experiences.
• MSDE, Maryland Model for School Readiness (MMSR)
• http//mdk12.org/instruction/ensure/MMSR/MMSRDE2.h
  tml

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For preschool age children

• School readiness academics!
• All service providers, community partners and
  families contribute to school readiness.

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When does school readiness begin?

• School readiness is a continuum
• that begins at birth
• MSDE, MMSR, Vision and Belief Statement
• http//mdk12.org/instruction/ensure/mmsr/vision_be
  lief.html

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Children are ready for school when they are.

• Able to demonstrate healthy personal and social
  functioning, and are physically strong and
  coordinated.
• Able to communicate with adults and other
  children
• including awareness of print and letter-sound
  relationship, understanding stories, and love for
  books.
• Able to recognize and understand basic
  mathematical concepts
• including the ability to identify patterns and
  shapes and how to place items in a certain order.
  

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Children are ready for school when they are
(cont)

• Aware of their environment, animal and plant
  life, as well as the roles of people in their
  families and communities.
• Comfortable with their creativity and
  appreciation for expressing themselves through
  the arts.
• MSDE, MMSR
• http//mdk12.org/instruction/ensure/MMSR/MMSRFA1.
  html

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Umbrella of School Readiness
School Readiness
Language/ Communication
Numeracy
Preliteracy
Respectful interpersonal relationships

• Aware of environment
• animal/plant life/roles

• Physically strong/
• coordinated

Creative expression
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Legal mandate IDEA

• (b) IEP or IFSP for children aged three through
  five.
• (1).. (including an educational component
  that promotes school readiness and incorporates
  pre-literacy, language, and numeracy skills for
  children with IFSPs under this section who are at
  least three years of age)
• 34 CFR Part 300 D
  Section 300.323(b)(1)

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Maryland Requirement IFSPs under the Extended
IFSP Option shall include

• ..an educational component that promotes
  school readiness and incorporates
• pre-literacy,
• language, and
• numeracy skills. (pg.17)
• Extended IFSP option for age 3-Kindergarten
  age. Policies and Procedures. MSDE, 10-30-09 as
  mandated in IDEA 2004

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Link to IFSPs..

• Use the MMSR 3 year FALL exemplars and the
  Guidelines for Healthy Child Development and Care
  of Young Children (GHCD) to assist in
  developing..
• functional outcomes for the educational component
  of school readiness for a particular child on
  his/her IFSP.

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Language examples (3 yr, MMSR, Language and
Literacy)

• OBJ- has more meaningful conversations with
  peers/adults
• Takes turn in a group discussion, with adult
  prompting, and is understood by familiar adults
• Communicates with a classmate about the new toy
  brought to school is understood by classmate
• OBJ- shows understanding and responds to simple
  directions and requests
• Follows a variety of 2 step directions that are
  part of a familiar routine, modeled by adult
• Completes familiar routines such as toileting or
  hand washing using a picture schedule

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Language examples (MSDE GHCD)

• (5-8 mo) OBJ- Responds to sounds and words heard
  often
• Responds to own name
• Begins to respond to the word no
• (13-18 mo) OBJ - Starts to understand and use the
  conventions of speech
• Uses simple gestures e.g., shaking head no or
  waving bye-bye
• Uses exclamations e.g., uh oh when dropping
  something
• (24-30 mo) OBJ- Enter into a conversation
• Wants to talk when family is talking in car, but
  is not on topic
• Repeats what he has just heard, or makes up a
  story to enter conversation.

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Aligning Terms

• Language Literacy
  (MMSR)
• Pre-Literacy
• (IDEA) Pre-reading (GHCD)

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Pre-literacy examples(3 yr. MMSR, Language and
Literacy, Pre-reading)

• OBJ- Begins to develop fluency by understanding
  beginning literacy concepts such as the sequence
  and ideas of stories
• Correctly turns pages of favorite book sometimes
  2 or 3 at a time
• Points to pictures associated with what adult is
  reading to him
• Asks an adult to read the same book over and over
  again
• OBJ- Develop writing skills by recognizing that
  drawings, paintings and writing are meaningful
  representations
• With large crayon, scribbles on paper telling
  adult This is me when asked to describe picture
• When asked to dictate story, tells about new
  puppy

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Pre-literacy examples (MSDE GHCD
Language/Literacy, Pre-reading)

• OBJ-Develop phonological awareness by becoming
• aware of the sounds of spoken speech
• (5-9 mo)
• Makes sounds when hears sounds
• Attends to the sounds and repetitive or rhyming
  words
• (13-18 mo)
• Enjoys, and occasionally joins in simple songs
• Begins to identify familiar environmental sounds
  (animals, ambulance)
• (24-30 mo)
• Sings simple songs heard many times with group or
  on own
• Knows that his name starts with an M sound, like
  mom

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Aligning Terms

• Mathematical thinking (MMSR)
• Numeracy
• (IDEA) Mathematical
  exploration
• and concepts (GHCD)

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Numeracy Examples (3 yr MMSR, Mathematical
thinking)

• OBJ- Uses math thinking to solve real problems
• Counts 2 crackers from snack basket
• Builds a tower of blocks and stands next to it to
  see if it is as tall as himself
• OBJ- shows interest in numerals and counting
• Sets 3 cups at table, placing one at each chair,
  counts with adult prompting
• Recognizes and names the numerals 1 3 in a
  counting book

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Numeracy Examples (MSDE GHCD, Math. Thinking)

• 19-24 mo OBJ-Begins to explore concepts of size
  and position
• Nests several cups accurately and discovers how
  to hide a smaller cup under a larger on
• Turns one piece of a puzzle to fit in to a space
  the right way
• 24-30 mo OBJ-Shows interest in quantity number
  relationships
• Complains that a friend has more animal crackers
• Fills a balance scale with beads, making one side
  to down, other up
• Fills large and small containers with sand

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School Readiness Who can do what!

• Small group discussion

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For preschool age children

• School readiness academics!
• All service providers, community partners and
  families contribute to school readiness.

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School Readiness who can do what
Areas Sch Readiness Parents/ sibling Educator OT PT SLP Child care providers
Preliteracy
Numeracy
Language
Social/ emotional
Physical /Coordin
Awareness Environ/ roles
Creativity/ arts
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Addressing school readiness on Marylands revised
IFSP(for 3 year olds)

• Illustrated with examples from revised IFSP for
  Sherel

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IFSP Part 1 Child Development

• General Health
• Present Levels of Development
• Eligibility
• Strengths and Needs

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IFSP Part II Family Information

• Concerns, Priorities Resources
• Routines in Natural Environments

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IFSP Part III Child and Family Outcomes

• Outcome
• Strategies/Activities/Learning Opportunities
• Measurable Criteria

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IFSP Outcomes Checklist

• Functional Outcomes
• Strategies/Activities/Learning Opportunities
• Measurable Criteria

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Functional Outcomes (Sherel)

• Meaningful to each family promotes
  participation in family/community life
• Specific skills, behavior and/or actions,
  considered with regard to typical development
• Guidelines for healthy child development and care
  for young children (Birth- 3 yrs of age)
• Maryland Model for School Readiness

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Functional Outcomes (Sherel)

• Family-friendly written in language understood
  by family members
• Not word for word without further discussion
• Do-able can reasonably be accomplished within
  4-6 months (under 2yrs of age) 6-9
  months (over 2 yrs of age)
• IFSP Tutorial, Module 2, Developing IFSPs with
  Families
• http//olms.cte.jhu.edu/olms/output/page_site.p
  hp?pageID840siteID295

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Functional Outcomes

• Combine skill context
• Two or more disciplines can implement

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Functional Outcomes Avoid

• Broad developmental goals
• Separate goals for each developmental domain
  associated with specific disciplines
• Listing skills only
• Negative outcomes
• Module 2, Session 2, Functional Outcomes (Table
  2.1)
• http//olms.cte.jhu.edu/olms/data/resource/130/Tab
  le202_1.rtf

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Measurable Criteria (Sherel)

• What Actions/behaviors are observable- can be
  seen or heard
• Frequency Specifies how often action/interaction
  will be demonstrated
• e.g., 2x/day
• Consistency Specifies over what period of time
• e.g, 5 consecutive days

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Im-measurable Criteria

• Unspecified action/behavior
• Broad criteria
• of time (what time)?
• Therapist checklist/score on assessment
• Module 2, Session 2 Measurable criteria (Table
  2.2)
• http//olms.cte.jhu.edu/olms/output/page_site.
  php?pageID840siteID297

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Strategies/Activities/Learning Opportunities
(Sherel)

• Individualized Builds on interests, strengths
  and learning style of child and family
• Familiar context Integrates faces, places and
  paces child usually interacts with

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Strategies/Activities/Learning Opportunities
(Sherel)

• Mastery Generalizes a childs actions/interaction
  s across settings/contexts
• Collaborative Identifies who (EI providers,
  family, community partners) will do what
• IFSP Tutorial, Mod 2, Effective Strategies
• http//olms.cte.jhu.edu/olms/output/page_site.php?
  pageID840siteID298

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Collaborative strategies avoid

• Vague/broad suggestions about what to do
• Language stimulation work on strategies and
  activities to increase skills at home
• Naming formal EI services
• Enroll in speech-language therapy OT 1x/week
• Emphasis on what provider(s) will do
• PT will work on mobility/stability patterns
• Revised from IFSP Tutorial, Mod 2, Effective
  Strategies, Table 2.3
• http//olms.cte.jhu.edu/olms/output/page_site.php?
  pageID840siteID298

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Reflection IFSP Outcomes, Strategies/
Activities/Learning Opportunities
Criteria

• Small group discussion
• Sherels IFSP (cont)

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IFSP Part III for Justin

• a three year old child with developmental
  levels from 6-9 months

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Wrap Up

• Team Decision Making IFSP Process Checklist
• Q A Educational Components Summary
• Training of Trainers PD Module