DOCUMENT RESUME

ED 373 460 EC 303 228

AUTHOR La Paro, Karen M.; And OthersTITLE Using a Quality Indicator Checklist To Assess

Technical Needs for Individuals and Families.PUB DATE [92]

NOTE 44p.

PUB TYPE Reports Evaluative/Feasibility (142)Tests /Evaluation Instruments (160)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Assistive Devices (for Disabled); *Check Lists;

*Disabilities; Educational Environment; EducationalPractices; Evaluation Methods; *Human Services;*Needs Assessment; *Program Evaluation;Rehabilitation; *Technical Assistance

IDENTIFIERS Family Needs; *Quality Indicators

ABSTRACTThis paper describes a needs assessment instrument

that is intended to effectively communicate recommended practiceideas for serving children with disabilities to teachers, families,and service delivery personnel. The instrument is in the form of aquality indicators checklist and utilizes 143 statements ofrecommended practice. The inclusion of items is based upon 17supporting principles and 7 student and family outcomes cited in theliterature on serving children with severe disabilities. Thechecklist is attached and its indicators address the following sixareas: (1) the school (setting, philosophy, personnel, servicedelivery, inclusion, and evaluation); (2) the classroom(organization, scheduling, and data collection); (3) the student(inclusion, adaptive/assistive devices, medical information, andpositioning); (4) the family; (5) instruction (instructionalstrategies, coh-unication, natural routines/settings,autonomy/competence, feedback, and evaluation); and (6) transition.The best practices quality indicators checklist is attached. (DB)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

k

Assessing Needs1

Using a Quality Indicator Checklist to Assess Technical

Needs for Individuals and Families

Karen M. La Paro

University of New Orleans

Department of Special Education

and Habilitative Services

Cynthia Bechtel

Luther College

Department of Education

William Sharpton

University of New Orleans

Department of Special Education

and Habilitative Services

Running Head: ASSESSING NEEDS

2BEST COPY AVAILABLE

U.S DEPARTMENT OF EDUCATIONOffice of 0our atonal Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER IERICI

1.."(ms document has been reproduced asreceived born the person or organizationoriginating a1.A4nOr changes have been made to improvereproduction quality

Points of v.en or opirnons slated in this docu-ment do not necessarily represent officialOFF-41 Position or

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

Assessing Needs2

Using A Qua:Ay Indicator Checklist to Assess Technical

Assessing Needs For Technical Assistance

Defining Technical Assistance

The question often arises asking what is technical assistance

(TA). The term is often misunderstood and often associated with

computers and other forms of assistive technology. Although these

may be components of TA, they do not comprise the main function or

definition of technical assistance. Technical assistance can

encompass a variety of activities, but in general what is meant by the

term is "a process employed to provide information generated through

legislation, research, and "recommended practices" to a specified field

of endeavor in a consistent, effective manner" (Da lke, 1991).

Specifically, persons providing TA use the expertise from a variety of

disciplines and share the information with teachers, families, and

direct service providers. Technical assistance serves as a type of

consultation or support system for teachers, direct service providers,

and families. Technical assistance can take a variety of forms, on-

site, direct assistance, training, and/or referral, but its function

remains similar, to assist indivir7mals in implementing recommended

practices in schools and homes.

Assessing Needs3

From this description of technical assistance, it appears to be a

straightforward activity of disseminating information. However,

when TA is viewed as a process, as defined, it becomes critical to

insure that TA is delivered in a manner that "fits" with the recipients

and that the context in which TA will be provided is understood. The

identification of the areas in which service delivery personnel and

families need information and assistance is often overlooked as a

component of technical assistance. Unilateral decisions are

frequently made by professionals and providers about what should be

occurring in classrooms and homes. However, what may be more

useful, is to use a needs assessment as part of the TA process. The

needs assessment involves determining the existing resources and

challenges of an individual and program from a variety of

perspectives. Then, meaningful technical assistance can be provided

according to assessed areas of need.

The focus of this article is on a needs assessment instrument

that utilizes 143 statements of recommended practice which will

serve to provide information and structure the technical assistance

process. The data obtained from the assessment do not solely

determine technical assistance needs; rather they guide the

4

Assessing Needs4

discussion with personnel and family members involved in the

technical assistance plan.

Assessment Tool

As previously stated, the intent of technical assistance is to

share recommended practice ideas with teachers, families, and service

delivery personnel. Therefore, this assessment tool is in the form of a

quality indicators checklist (see Appendix for the assessment tool and

references). The inclusion of items is based upon 17 supporting

principles and seven student and family outcomes cited in the

literature and felt to be important or valued in the area of serving

children with severe disabilities (Downing & Eichinger, 1990; Meyer,

Eichinger, & Park-Lee, 1987; Strain, 1991).

Using the supporting principles and student/family outcomes as

recommended practice values, the assessment instrument is

constructed around six essential elements which comprise an

educational program. The following six areas are included on the

assessment tool: (a) school, (b) classroom, (c) family, (d) student, (e)

instruction, and (f) transition. An assessment of these areas can

generate an overall picture of the program and individuals requesting

5

Assessing Needs5

technical assistance which provides useful information in planning

technical assistance.

Six Essential Elements

TA providers must have a general idea of the manner in which

the school functions in order to provide effective assistance. The

technical assistance provided must mesh with the overall school

philosophy, personnel, service delivery methods, inclusion models,

and evaluative procedures. Specifically, the TA providers should

know the school's mission statement concerning students with

disabilities, the ratio of children with disabilities to nondisabled

children, the plan for including families in the educational process,

and the school's respect for individual differences.

In addition to having a general idea about school philosophy

the TA providers benefit from understanding personnel issues. In

other words, does the school promote personnel collegiality and

professionalism, and does the whole school follow current

recommended practice ideas about teaming and collaboration for

service provision.

The Individuals with Disabilities Education Act (IDEA) clearly

states that children should be educated in the least restrictive

1-3

Assessing Needs6

environment, and many school programs are moving toward

integration and inclusion (Campbell, 1991). In order to provide

technical assistance that follows recommended practice guidelines, it

is helpful to know where the school program falls on the continuum of

implementing integration and inclusion. Specifically, does the school

emphasize maximum participation, is there a peer tutoring program,

and are the children attending their neighborhood school rather than

special schools or classrooms?

In addition to understanding school level issues, observations

and assessments specific to the classroom are also important to

assess areas for possible TA. Issues within the classroom include

organization, scheduling, and data collection. Before implementing

new ideas and programs in a classroom it is better to understand how

the classroom is organized and how innovative ideas may fit into the

existing structure /procedures. Specific questions concerning the age

appropriateness of the classroom and materials are included in this

section. Additionally, if a component of TA involves collecting data,

then having an understanding of the existing data collection system

is important so as to not overload an already busy system/person.

7

Assessing Needs7

For example, is there specific time blocked out for observation and

data collection in order to update and modify a student's program?

The third element in the technical assistance assessment

focuses on the student. This area really serves as an assessment of

how the student is participating in the classroom program; does he

have the proper adaptive devices, equipment, and are his medical

needs and positioning needs being taken care of to promote maximum

participation in activities? As will be discussed in greater detail

later, information gathered from formal assessments and student

records are also included in the assessment.

Family issues fall under several categories, but are also

included as a separate section assessing the degre-3 to which the

program is family guided (Slentz & Bricker, 1992). The child will

receive maximum benefits from technical assistance efforts if there is

continuity between what happens at school and what occurs at home.

In order that TA be generalized across settings, the level and type of

communication among participants needs to be addressed as well as

the degree of inclusion of the family into the decision

process. Questions pertaining to family participation in the IEP/IFSP

process are also included.

3

Assessing Needs8

Instructional issues are the fifth element in the assessment,

and focus primarily on systematic instruction and positive behavioral

intervention. Questions concerning prompting and partial

participation are included. Although technical assistance will impact

on the school, classroom, and family, the core of the assistance and

information will center around instructional strategies and

curriculum. Assistance that is provided in the classroom will be more

useful if it builds upon existing curricula and practices.

Transition becomes an issue for children at both ends of the

educational system, very young children transitioning into schools

from agency sponsored programs or home services and older students

transitioning out of schools into work environments. For both groups

of students, and individuals involved with these students, transition

can be a stressful time and a time when technical assistance becomes

critical (Turnbull & Turnbull, 1990). Regardless of the specific focus

of technical assistance, transition issues will arise at some point for

each student, and transition planning for each students should be

evident. Technical assistance and transition plans should reciprocate

to facilitate the transition process.

Gathering Information

9

Assessing Needs9

Gathering information to formulate the assessment must be

done in the most efficient manner that still respects the schedule of

the school, teacher, and student. The method and procedure in which

information is gathered can often influence the type and

quality of information and, subsequently, the decisions based on the

information.

Since many of the outcomes or goals of technical assistance

depend on the quality and focus of the information gathered, multiple

sources and techniques for gathering information are included on this

assessment tool, including record review, observation, and interview.

Information gathering should be viewed as a process that does not

end with the initial discussions with participants, but as an ongoing

activity that is embedded in the needs assessment process.

Useful information concerning children and students can be

collected from reviewing records (Borich & Nance, 1987). After

appropriate permission is received, both school and medical records

can yield valuable information for the technical assistance needs

assessment. Often students for whom technical assistance has been

requested have extensive dossiers containing information collected

over a number of years. Record protocol which may be idiosyncratic

-10

.h.L4sessing Needs10

for each situation should be adhered to strictly. School personnel are

very sens.dve to confidentiality issues and should be assured that

technical assistance participants will be equally respectful of student

and family privacy. Examining school and medical records in

chronological order often helps to place the current concerns in a

meaningful context. Problems repeatedly mentioned over time, across

settings or service providers can help set priorities for technical

assistance needs assessments. The determination of the exact

amount and type of information will be dictated by the individual

situation as well as guided by the supporting principles of the needs

assessment tool.

Observations in the classroom and other pertinent school

environments and home environments can yield useful information

for assessing technical assistance needs. Everyday school routines

offer multiple opportunities for gathering information that can shape

technical assistance activities. Observations should be planned at

varying times during the school day and week to accurately reflect

the complete range of the activities comprising the student's school

experience and home experience, if appropriate. Non-academic and

non-classroom activities such as bus unloading and loading, lunch,

11

Assessing Needs11

recess, and assemblies should be observed as well as the classroom

instructional routine. The resulting observational information will

provide data for absence or presenc3 of activities that support the

principles identified in the needs assessment tool.

The third method for gathering information is the structured

interview. Due to t ..e constraints of technical assistance providers,

service delivery personnel and families, the structured interview

which includes some open-ended questions yields the

maximum amount of usable information in the least amount of time.

Consideration for interviewees' schedules may dictate that interviews

be conducted in pieces rather than in large blocks of time. Often

service delivery personnel and family members do not have the

luxury of large blocks of uninterrupted available time. Making clear

the goal and scope of an interview can assure that the information

gather is focused enough to provide useful information while

providing opportunity for open ended responses.

The organization and presentation of information once it has

been gathered often determih,s the ultimate usefulh:ss of the

information. Therefore, the design of the forms which present and

organize the information should promote ease of use and efficiency of

12

Assessing Needs12

time. Using a matrix format which utilizes a simple coding

mechanism can enable the person filling out the form and later

various personnel who use the form to enter and access information

easily. Coding s3 stems that allow for circling the ppropria code or

merely filling in a few letters of an assigned code can be particularly

helpful. Listing the legend for the code on the page for which it is

used avoids unnecessary confusion. Simple graphic dividers such as

shaded bars can help users find information in particular sections

quickly. The overall goal is a simple clean visual format that clearly

presents the information to both TA providers and participants.

As mentioned, the overall goals of TA include supporting best

practice principles and improving student outcomes; therefore, the

participants determining technical assistance needs should keep these

goals in mind throughout the process. The precious time and

resources of family members, service delivery personnel, students,

and technical assistance providers dictates that determining TA

needs be focused, yet flexible, and provide information which coupled

with appropriate practice can promote positive student outcomes.

13

Assessing Needs13

References

Borich, G.D. & Nance, D.D. (1987). Evaluating special education

programs: Shifting the professional mandate from process to

outcome. Remedial and Special Education, 8(3), 7-16.

Campbell, P.H. (1991). An essay on preschool integration. In L.H.

Meyer, C.A. Peck, & L. Brown (Eds.). Critical issues in the lives of

people with severe disabilities. Baltimore, MD: Paul H.

Brookes.

Da lke, B. (1991). A system for the delivery of technical assistance.

TRACES Newsletter, 1(4), 3-5.

Downing, J., & Eichinger, J. (1990). Instructional strategies foe

learners with dual sensory impairments in integrated settings.

Journal of the Association of Persons with Severe Handicaps, 15(2),

98-105.

Meyer. L.H., Eichinger, J., & Park-Lee, S. (1987). A validation of

program quality indicators in educational services for students with

severe disabilities. Journal of the Association for Persons with

Severe Handicaps, 12(4), 251-263.

14

Assessing Needs14

Slentz, K.L. & Bricker, D. (1992). Family guided assessment for

IFSP development: Jumping off the bandwagon. Journal of Early

Intervention, 16(1), 11-19.

Strain, P.S. (1991). Ensuring quality of early intervention for

children with severe disabilities. In L.H. Meyer, C.A. Peck, & L.

Brown (Eds.), Critical issues in the lives of people with severe

disabilities (pp. 479-483). Baltimore, MD: Paul H. Brookes.

Turnbull, A. & Turnbull, R. (1990). Families, professional, and

exceptionality: A special partnership (2nd ed.) Columbus, OH:

Merrill.

15

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cha

nges

as

need

ed.

I0

R0

12

3B

P

4.D

ata

and

data

sum

mar

ies

are

upto

-dat

e.I

0R

01

23

BP

5.T

ime

for

obse

rvat

ions

by

the

staf

f for

dat

a co

llect

ion

Is In

clud

edin

the

sche

dule

.I

0R

01

2..k

BP

6.T

here

are

dat

a co

llect

ion/

sum

mar

y m

etho

ds a

nd s

yste

ms

that

are

quic

k, e

asy

to u

se, a

nd d

o no

t cal

l atte

ntio

n to

chi

ldre

n or

staf

f.I

0R

01

23

BP

25

24

5

Fac

tor/

Qua

lity

Indi

cato

r Ite

m

For

m o

fA

sses

smen

tI-

inte

rvie

w0-

Obs

erva

tion

R-R

ecor

d R

evie

w

Rat

ing

0-N

ot A

pplic

able

1-N

o E

vide

nce

2-S

ome/

Em

ergi

ngE

vide

nce

3-C

lear

Evi

denc

e

Sup

port

ing

Prin

cipl

es

Out

com

es

SOSD

CO

LR

OS

CM

FS

Stu

dent

A. I

nclu

sion

Stu

dent

atte

nds

a sc

hool

app

ropr

iate

for

his

a he

rch

rono

logi

cal a

ge.

10

R0

12

3IN

T

Eac

h IE

P/IF

SP

incl

udes

at l

east

one

mea

sura

ble

beno

vior

alob

ject

ive

Invo

lvin

g in

tera

ctio

ns w

ith ty

pica

lly d

evel

opin

g ar

eas.

I0

RO

12

3IN

T

B. A

dapt

ive/

Ass

istiv

e D

evic

esA

dapt

atio

ns a

re d

evel

oped

, im

plem

ente

d, a

nd e

valu

ated

whi

ch a

llow

the

stud

ent t

o In

crea

se p

artic

ipat

ion

In a

ctiv

ttles

.I

0R

O1

23

UA

T

.A

ssis

t Ive

dev

ices

for

envi

ronm

enta

l con

trol

and

/or

com

mun

icat

ion

ore

avai

labl

e as

nee

ded.

I0

R0

12

3U

AT

Stu

dent

use

s ap

prop

riate

equ

ipm

ent o

r co

rrec

tive

aids

.0

12

.A

ll eq

uipm

ent a

nd in

divi

dual

pro

sthe

tic d

evic

es a

re k

ept i

ngo

od w

orki

ng o

rder

.I

0R

UA

T

O1

23

UA

T

.

C. M

edic

al In

form

atio

n.

Med

ical

rec

ords

are

up-

to-d

ate.

Incl

udin

g In

form

atio

n on

med

icat

ions

and

mon

itorin

g of

any

effe

cts

of m

edic

atio

n on

stud

ents

.

I0

RO

12

3B

P

D. P

ositi

onin

g.

Stu

dent

s ar

e ph

ysic

ally

pos

ition

ed a

ccor

ding

to in

divi

dual

need

s th

roug

hout

the

day

and

vario

us in

stru

ctio

nal p

rogr

am.

I0

RO

12

3P

OS

.T

he b

ody

posi

tion

of a

ny s

tude

nt w

ith a

phy

sica

l dis

abili

ty is

chan

ged

at le

ast o

nce

ever

y ha

lf ho

ur.

I0

R0

12

3P

OS

S2L AB

C-A

ctM

ty B

ased

Cur

ricul

umM

-Age

App

ropr

iate

EP

-et P

r, Ic

e P

hilo

soph

yC

LS-C

lass

rocr

n O

rgan

izat

ion

CO

M-C

crnm

unic

atIo

n

FF

P-F

orr*

Foc

used

Pro

gram

FF

D-F

unct

iona

l & F

utur

e D

irect

es.

INT

-Int

egra

tion

MS

D-M

aint

enon

ce o

f Stu

dent

Dig

nity

ME

D-M

edic

al Is

sues

PM

-Pos

ition

ing

& M

otor

Ski

lls

P84

-Pos

itive

Beh

avio

ral I

nter

vent

ion

SP

-Sta

ff In

tegr

otbn

& P

rofe

ssio

nakm

SI-

Sys

tem

ottc

Inst

ruct

ion

TT

F-T

rons

dIsc

iplir

xxy

Tea

m F

unct

ioni

ngT

RA

-Tia

nslif

onU

AT

-Use

of A

ssis

tIve

Tec

hnol

ogy

Stu

dent

/Fam

ily O

utco

mes

SO

-Soc

ial i

nter

octk

ms

with

Non

-han

dica

pped

Per

sons

OS

-Ong

oing

Ser

vice

s &

Sup

port

SD

-Sel

f Det

erm

inat

ion

CM

-Aut

onom

y &

Com

pete

ncy

CO

-Ltie

of C

omm

unity

Ser

vice

sF

S-F

amty

Sup

port

1R-P

artic

ipat

ion

In L

eisu

re/

Rec

reat

ion

Act

iviti

es

2CB

ES

T C

OP

Y A

VA

ILA

BLE

276

Fac

tor/

Qua

lity

Indi

cato

r Ite

m

For

m o

fR

atin

g

Sup

port

ing

Out

com

es0N

ot A

pplic

abie

1-N

o E

vide

nce

2-S

orne

/Em

eran

g

Ass

essm

ent

1-in

terv

iew

0-O

bser

vatio

nR

-Rec

art R

evie

w

prin

cipl

esS

OS

DC

OLR

OS

CM

FS

Evi

denc

e3

-Cle

ar E

vide

nce

III. S

tude

ntD

. Pos

ition

ing

(con

t.)3.

At l

east

thre

e po

stur

al (

stat

iona

ry)

posi

tions

are

Inco

rpor

ated

into

the

prog

ram

for

stud

ents

with

phy

sica

l dis

abili

ties.

10

R0

12

3P

OS

4.P

ositi

ons

are

chos

en fo

r m

axim

um p

artic

ipat

ion

In a

ctiv

ities

(In

both

gen

eral

and

reg

ular

edu

catio

n ac

tiviti

es).

I0

R0

12

3P

OS

5C

hang

es in

act

ivity

and

pos

ition

are

com

mun

icat

ed to

stud

ents

(ra

ther

than

Jus

t pus

hing

a w

heel

cha

ir to

ano

ther

loca

tion,

etc

).I

0R

01

23

PO

S

29

28

7

Fac

tor/

Qua

lity

Indi

cato

r Ite

m

For

m o

fR

atin

g

Sup

port

ing

Out

com

es0-

Not

App

iicab

ie1-

No

Evi

denc

e2-

Som

e/E

mer

ging

Ass

essm

ent

I-in

terv

iew

0-O

bser

vcrt

ion

R-R

ecor

d R

evie

w

prin

cipl

esSO

SDC

OL

RO

SC

MFS

Evi

denc

e3

-Cle

arE

vide

nce

IV.

Fam

ily1.

The

re is

act

ive

fam

ily In

volv

emen

t ass

essi

ng s

tude

nt n

eeds

.I

0R

01

23

FF

P

2.T

here

is a

ctiv

e fa

mily

invo

lvem

ent d

esIg

n:ng

toe

IFS

P/IE

P.

Io

R0

12

3F

FP

3.T

here

Is a

ctiv

e fa

mily

invo

lvem

ent w

orkn

g on

IRIP

/IEP

obj

ectiv

esat

hom

e.0

R0

12

3F

FP

4.IF

SP

s/lE

Ps

ore

deve

lope

d ba

sed

on th

e fa

mili

es' p

riorit

ies,

reso

urce

s, a

nd c

once

rns

In r

elat

ion

to th

e ch

ild.

0R

01

23

FF

P

5a.

IFS

Ps/

lEP

s de

velo

ped

usin

g In

put f

rom

the

fam

ily c

once

rnin

gdo

lly r

outin

es a

nd d

esire

d go

als

for

thei

r ch

ild.

0R

01

23

FF

P

5b.

Par

ents

ass

ist i

n de

term

inin

g In

stru

ctio

nal p

riorit

ies,

Inst

ruct

iona

lse

tting

s, e

tc.

0R

01

23

FF

P

5c.

Pla

nned

enh

ance

men

t of c

hild

's s

kill

deve

lopm

ent w

ithin

dol

lyfa

mily

rou

tine.

0R

01

23

FF

P

5d. P

aren

ts a

re e

ncou

rage

d to

hel

p Id

entif

y in

divi

dual

ly e

ffect

ive

Inst

ruct

iona

l str

ateg

ies

(e.g

.. ef

fect

ive

reIn

forc

ers)

.0

R0

12

3F

FP

6.IF

SP

s/lE

Ps

are

deve

lope

d us

ing

func

tiona

l ass

essm

ent a

nd fa

mily

inte

rvie

w s

trat

egie

s.0

R0

12

3F

FP

.IF

SP

/IEP

sho

w e

vide

nce

of b

alan

ce o

f obj

ectiv

es in

dom

ains

.I

0R

01

23

FF

P

8.E

ach

IFS

P/IE

P In

clud

es o

bjec

tives

to d

evel

op le

isur

e ac

tivity

ski

llsre

flect

ing

the

lear

ner's

per

sona

l ref

eren

ces.

0R

01

23

FF

P

9.IF

SP

/IEP

con

tain

s pl

ans

for

acqu

isiti

on, m

aint

enan

ce a

nd

gene

raliz

atio

n.0

R0

12

3F

FP

10.

IFS

Ps/

lEP

s st

ate

wha

t dat

a m

etho

d w

ill b

e us

ed to

eva

luat

ech

ild

prog

ress

.0

R0

12

3F

FP

11.

IFS

P/IE

P g

oals

and

obj

ectiv

es o

re fu

nctio

nal a

nd c

hron

olog

ical

ly

age-

appr

oprlo

te.

0R

01

23

FF

P

Sup

port

ing

Prin

cipl

esF

FP

- fo

rtui

ty F

ocus

ed P

rogr

amP

131-

Pos

itive

Ben

crvi

orof

Inte

rven

tion

SIP

-Sta

ff In

tegr

atio

n &

Pro

fess

iona

kmS

I-S

yste

mat

ic In

stru

ctio

nT

TF

-Tra

rsci

lsci

piin

ary

Tea

m F

unct

ioni

ng1R

A-T

rans

ition

UA

T-U

se o

f Aui

stly

e T

ech

nobg

y

Stu

dent

/For

t* O

utco

mes

CM

-Aut

onom

y &

Com

pete

nce

CO

-Use

of C

omm

unity

S.M

ces

FS

-Fam

ly S

uppo

rtIA

-Par

ticip

atio

n in

leis

ure/

Rec

reat

io n

Act

iviti

es

AB

C-A

ctiv

ity B

ased

Cur

ricul

umF

FD

-Fun

ctio

nal &

Fut

ure

Dire

cted

AA

-Apo

App

roci

late

INT

-Int

egra

tion

BP

-tte

st P

ract

ice

Phi

loso

phy

MS

D-M

oint

enon

ce o

f Stu

dent

Dig

nity

CLS

-Cla

ssro

om O

rgan

izat

ion

ME

D-M

edic

al Is

sues

CO

M-C

omm

unic

atio

nP

OS

-Pos

ition

ing

& M

otor

Ski

lls

SO

-Soc

ial i

nter

actio

ns w

ithN

on-h

andl

capp

ed P

erso

nsO

S-O

ngen

g S

IMV

ICO

I&

Sup

port

SD

-S

elf D

isie

lmin

atio

n

BE

ST

CO

PY

AV

AIL

AB

LE31

8

Fac

tor/

Qua

lity

indi

cato

r Ite

mA

sses

smen

tF

orm

of

0-N

ot A

pplic

abie

1-N

o E

vide

nce

2-So

me/

Em

ergi

ngE

vide

nce

3-C

lear

Rat

ing.

tiS

uppo

rna

Out

com

es

Evi

denc

e

Hnt

etvi

ew0-

Obs

erva

tion

R-R

ecor

d R

evie

w

Prin

cipl

esSO

SDC

OL

RO

SC

MFS

IV.

Fam

ily (

cont

.)12

.IF

SP

s/lE

Ps

cont

ain

obje

ctiv

es fo

r In

tera

ctio

ns w

ith n

on-d

isab

led

peer

s.0

R0

12

3F

FP

13.

IFS

Ps

/IEP

s ha

ve g

oals

that

targ

et fu

nctio

nal a

ctiv

ities

in r

eal -

life

setti

ngs.

0R

01

23

FF

P

14.

IFS

P/IE

P g

oals

are

rea

l act

iviti

es, t

hat w

ould

be

perf

orm

ed b

y a

child

in th

eir

next

edu

catio

nal s

ettin

g.0

R0

12

3F

FP

15.

IFS

P/IE

P a

ddre

sses

the

com

mun

icat

ion,

mob

ility

, and

ass

istiv

ete

chno

logy

hee

ds o

f the

chi

ld.

0R

01

23

FF

P

16.

All

IFS

Ps/

lEP

s st

ate

obje

ctiv

es to

des

crib

e w

hat t

he s

tude

nt/

indt

.'Aua

l will

do,

not

wha

t he

or s

he w

ill s

top

doin

g or

wha

t sta

ffw

ill d

o.

I0

R0

12

3F

FP

17.

Eac

h IF

SP

/IEP

Incl

udes

per

sona

l man

agem

ent o

bjec

tives

refle

ctin

g a

conc

ern

for

teac

hing

dec

isio

n -m

aldn

g, c

hoic

e-m

akin

g, a

nd a

uton

omy.

I0

R0

12

3F

FP

18.

Stu

dent

rec

ords

are

sho

red

with

the

fam

ily w

hile

mai

ntai

ning

conf

iden

tialit

y.0

R0

12

3F

FP

19.

The

re Is

an

esta

blis

hed

com

mun

icat

ion

syst

em b

etw

een

hom

ean

d sc

hool

(e.

g., w

eekl

y/da

ily).

0R

01

23

FF

P

20.

Info

rmat

ion

conc

erni

ng r

elat

ed s

ervi

ces

is a

vaila

ble

to fa

mily

mem

bers

on

an in

divi

dual

bas

is.

0R

01

23

FF

P

21.

Fam

ily s

uppo

rt Is

pro

vide

d th

roug

h a

case

man

agem

ent

appr

oach

. (IF

SP

onl

y)0

R0

12

3F

FP

22.

Par

ents

hav

e op

port

uniti

es to

vis

it th

e cl

assr

oom

(i.e

., an

'ope

ndo

or p

olic

y).

0R

01

23

FF

P

9

Fac

tor/

Qua

lity

Indi

cato

r Ite

m

For

m o

fR

atin

g

Sup

poct

Ina

Prin

cipl

es

Out

com

es0-

Not

App

licob

ie1-

No

Evi

denc

e2-

Som

e/E

mer

ging

Ass

essm

ent

1-in

tent

Jew

0-O

bser

votb

nR

-Rec

cxd

Rev

iew

SO

SO

CO

LRO

SC

MF

SE

vide

nce

3-C

leor

Evi

denc

e

V. I

nstr

uctio

n

A. I

nstr

uctio

nal S

trat

egie

s1.

inst

il_ -

Bon

d st

aff O

tte e

ffect

We

inst

ruct

iona

l tec

hniq

ues

appr

opria

te to

act

ivity

, set

ting,

and

stu

dent

(I.e

.. pr

ompt

ing,

fadi

ng, e

rror

cor

rect

ion,

and

effe

ctiv

e us

e of

touc

h cu

es).

I0

R0

12

3S

i

2.in

stru

ctio

nal p

rogr

ams

spec

ify p

roce

dure

s fo

r fa

ding

teac

her

assi

stan

ce, I

nclu

ding

cue

s, c

orre

ctio

ns, a

nd c

onse

quen

ces.

I0

120

12

3S

I

3.in

stru

ctio

nal s

trat

egie

s ar

e de

sign

ed to

ref

lect

nat

ural

cue

s,co

rrec

tion,

sup

port

sys

tem

s, a

nd c

onse

quen

ces

avai

labl

e In

envi

ronm

ents

.

I0

R0

12

3S

I

4.In

stru

ctio

n ad

dres

ses

acqu

tsitI

on, m

aint

enan

ce, g

ener

aliz

atio

nan

d flu

ency

.10

R0

123

SI

5.A

ntic

ipat

ion

cues

are

pro

vide

d to

Indi

cate

the

next

act

ivity

.I

0P

01

6.C

ues

are

prov

ided

to th

e st

uden

t so

that

he/

she

reco

gniz

es o

r .s

awar

e of

the

pres

ence

of a

noth

er In

divi

dual

.0

R0

12

3C

OM

7.F

amili

ar a

ctiv

ities

are

use

d to

pro

mot

e aw

aren

ess

of, a

ndIn

tera

ctio

n w

ith o

ther

indi

vidu

als.

0R

01

23

Si

8.In

terv

entio

n fo

r be

havi

oral

pro

blem

s sh

ould

be

posi

tive,

unob

trus

ive,

and

nor

mal

ized

to e

nsur

e th

e m

aint

enan

ce o

fst

uden

t dig

nity

.I

0R

01

23

PB

I

9,B

ehav

ior

prob

lem

s ar

e vi

ewed

as

Inst

ruct

iona

l nee

ds, I

ndlc

atIn

car

eas

whe

re s

kills

for

mor

e ap

prop

riate

beh

avio

rs m

ust b

eac

quire

d an

d pr

actic

ed.

I0

R0

12

3P

BI

10.

Eac

h st

uden

t spe

nds

mos

t of h

is o

r he

r tim

e en

gage

d In

act

ive

lear

ning

act

iviti

es w

ith d

own

time

com

pris

ing

no m

ore

than

afe

w m

inut

es a

t a ti

me

betw

een

activ

ities

.I

0R

01

23

BP

11.

Act

iviti

es a

ddre

ss g

oals

on

IFS

P/IE

P.

I0

R0

12

3B

P

StiP

Por

tiN P

rktc

iPie

sF

FP

-Fom

Ity F

ocus

ed P

rogr

amP

SI-

Pos

itive

Beh

avio

ral I

nter

vent

ion

Stud

ent/F

omity

Out

com

esC

M-A

uton

omy

& C

ornp

etem

e

AB

C-A

ctiv

ity B

ased

Cur

ricul

umF

FD

-Ful

ctio

nal &

Fut

ure

Moo

ted

SIP

-Sta

ff In

tegr

atio

n &

Pro

tess

iona

km

AA

-AO

. App

ropr

iate

INT

-inte

grat

ion

SI-

Sys

tem

atic

Inst

ruct

ion

BP

-Bes

t Pra

ctic

e P

hilo

soph

yM

SD

-Moi

nten

once

of S

tude

nt D

igni

tyT

IF-T

rons

disc

ipiln

oty

Tea

m F

unct

ioni

ng

CIS

-Cia

sero

om O

rgan

izat

ion

ME

D-M

edic

al Is

sues

TR

A-T

rans

Itk:n

CO

M-C

orrim

unic

otto

nP

OS

-Pos

ttion

ing

& M

otor

Ski

tsU

AT

-Use

of A

ssis

tIve

Tec

hnol

ogy

SO

-Soc

lal I

nter

actio

ns w

ithC

O-U

se o

f Com

mun

ity S

ervi

ces

Non

-han

dica

pped

Pes

tsF

S-F

amly

Sup

port

OS

-Ong

oing

SM

colli

t Spo

rtLR

-Por

ticIp

atto

n In

Lei

sure

/S

O-S

erf D

eter

min

atio

nR

ecre

atio

n A

ctiv

ities

34B

ES

T C

OP

Y A

VA

ILA

BLE

310

Fac

tor/

Qua

lity

Indi

cato

r ite

m

For

m o

fR

atin

g

Sup

port

ing

Out

com

esC

I-4W

AP

Piic

°1;4

91-

No

Evi

denc

e2S

omne

rA

sses

smen

tH

nter

view

0-O

bser

vatio

n1:

2 -R

ecor

d R

eWew

SOSD

CO

LR

OS

CM

FSP

rInc

iPlo

s

Evi

denc

e3-

Cle

arE

vkie

nce

V. I

nstr

uctio

nA

. Ins

truc

tiona

l Str

ateg

ies

(con

t.)12

.in

stru

ctio

nal a

rran

gem

ents

. mat

eria

ls, a

nd a

ctiv

ities

ore

age

-ap

prop

riate

.0

R0

12

3A

A

13.

The

sch

edul

e re

flect

s a

varie

ty o

f situ

atio

ns fo

r ea

ch le

arne

r,In

clud

ing

inde

pend

ent w

ork.

sm

all g

roup

, lar

ge g

roup

, one

-to-

one

Inst

ruct

ion,

soc

ializ

atio

n. a

nd In

depe

nden

t tim

e.I

0R

01

23

BP

14.

inst

ruct

Ionc

l sch

edul

es fo

r In

divi

dual

stu

dent

s re

flect

suf

ficie

nttim

e to

mee

t stu

dent

goa

ts.

0R

01

23

BP

15.

Inst

ruct

iona

l cor

rect

ions

and

con

sequ

ence

s ar

e cl

osel

y re

late

dto

nat

ural

cor

rect

ions

and

con

sequ

ence

e av

aila

ble

In c

riter

ion

envi

ronm

ents

.

I0

R0

12

3A

BC

16.

Inst

ruct

iona

l tria

ls a

re p

rese

nted

thro

ugho

ut th

e da

y (b

oth

sche

dule

d an

d na

tura

l opp

ortu

nitie

s).

0R

01

23

AB

C

17.

A s

trcr

tegy

impl

emen

ted

so th

at c

hild

ren

are

not s

ubje

cted

tore

peat

ed fa

ilure

,0

R0

12

3M

SD

18.

Act

iviti

es a

re m

anag

ed a

nd th

e en

viro

nmen

t man

ipul

ated

so

that

the

Indi

vidu

al h

as th

e op

port

unity

to m

ake

choi

ces.

0R

01

23

MS

D

19.

Sta

te o

f the

art

tech

nolo

gy is

use

d fo

r In

stru

ctio

n an

d ev

alua

tion

(e.g

.. V

CR

, com

pute

rs, l

aser

can

es).

0R

01

23

UA

T

-:: :

:::::

B. C

omm

unic

atio

n

::::

::::;:

:::::

::::::

:::;:i

.::;::

;;::;:

::::::

:::,::

::;::

:::::

::::.:

::;:.,

::::::

:::i:i

i]::::

:m:,

,:::..

:::::

.;::::

: ;:

:;;:::

...:::

:::::

::::::

:t;:;:

::::::

::::;:

::::::

::::::

::i.

..:,

..

1.C

omm

unic

atio

n In

stru

ctio

n is

Infu

sed

with

in fu

nctio

nal a

ctiv

ities

and

rout

ines

.0

R0

12

3C

OM

2.T

ime

is ta

ken

to a

ttach

lang

uage

to th

e ac

tivity

usi

ngap

prop

riate

com

mun

icat

ion

for

the

pers

on.

0I?

01

23

CO

M

3.B

ehav

iors

are

ack

now

ledg

ed a

s co

mm

unic

atio

n.I

0R

01

23

CO

M

4.A

n ed

ucat

ive

appr

oach

and

leas

t Int

rusi

ve m

eans

' gui

delin

esar

e fo

llow

ed to

Inte

rven

e w

ith b

ehav

ior

prob

lem

s.0

120

12

3P

81

5.S

yste

m is

use

d to

Impl

emen

t IE

P g

oals

and

obj

ectiv

es a

sne

eqed

.0

R0

12

3A

BC

.A

ctiv

ities

Iden

tifie

d co

n be

per

form

ed a

lone

or

with

oth

ers.

I0

R0

12

3B

P

3 C

311

F a

ctor

/Qua

lity

Indi

cato

r Ite

mIin

terv

iew

0-O

bser

vatio

nR

-Rec

ord

For

m o

f0-

Not

App

licab

le1-

No

Dild

ence

2-S

ome/

Em

ergi

ng

Rat

ing,

Sup

port

ing

Out

com

esA

sses

smen

t

RG

VIO

W

Prin

dple

sS

OS

DC

OLI

ZO

SC

MF

SE

vide

nce

de3-

Cle

ar E

vinc

e

V. I

nstr

uctio

nB

. Com

mun

icat

ion

(con

t.)7.

Prio

rity

activ

ttles

for

Indi

vidu

al s

tude

nts

are

Iden

tifie

d (f

amily

and

pers

onal

pre

fere

nces

).0

R0

12

3F

FP

8.A

void

ance

of a

rtifi

cial

rei

nfor

cem

ent a

nd a

vers

ive

cont

rol

tech

niqu

es.

0R

01

23

PB

I

9.A

ge a

ppro

pria

te s

kilk

s an

d In

stru

ctio

nal s

trat

egie

s.I

0R

01

23

AA

10.

Cur

ricul

ar e

mph

asis

on

skill

s w

ith p

rese

nt a

nd fu

ture

util

tty.

I0

R0

12

3F

FD

11.

Cur

rIcu

lum

that

Is r

efer

ence

d to

indi

vidu

al, f

amily

, pee

rs, a

ndco

mm

unity

.0

R0

12

3F

FP

12.

Em

phos

h on

func

tion

rath

er th

an fo

rm o

f res

pons

e.I

0R

01

23

AB

C

C. N

atur

al R

outin

es/S

ettin

gs.

Enc

oura

ging

the

pers

on to

inco

rpor

ate

new

ly a

cqui

red

sidl

is In

toda

ily a

nd w

eekl

y ro

utin

es.

I0

R0

12

3A

BC

2.C

are-

gIvI

ng in

tera

ctio

ns a

nd n

atur

al r

outin

es (

eatin

g, g

oing

toth

e ba

thro

om, e

tc.)

are

utli

ted

as o

ppor

tuni

ties

for

Inst

ruct

ion.

I0

R0

12

3A

BC

3.N

ew s

kills

are

taug

ht In

the

cont

ext o

f nat

ural

ly o

ccur

ring

activ

ities

and

dai

ly r

outin

es.

I0

R0

12

3A

BC

4.E

ach

stud

ent r

ecei

ves

inst

ruct

ion

In th

e co

mm

unity

(ou

tsid

e th

esc

hool

set

ting)

at l

east

twic

e m

onth

ly (

ages

3 to

8),

twic

e w

eekl

y(a

ges

9 to

12)

. or

3 or

4 ti

mes

wee

kly

(age

s 13

and

up)

depe

ndin

g up

on a

ge.

I0

R0

12

3A

BC

5.In

stru

ctio

n is

pro

vide

d in

com

mun

ity s

ettin

gs.

Io

R0

12

3A

BC

6.In

tegr

ated

leis

ure

/rec

reat

ion

site

s ut

ilize

d (Y

MC

A, p

arks

, etc

.).

I0

R0

12

3A

BC

.' '

:::: .

.-'::

::::::

::&:':

:-;"

:?1:

i::;::

i.:::'

:.:::'

:: :

::-:

.:::,.

...:-

.-.

:I:.

:::::'

i::.:-

:::'.:

.:':':

::::-

,:::::

::;M

::::::

:::.:

:.:::

:::::4

N::;

::::::

:':I::

::::::

::.:.

:

D. A

uton

omy/

Com

pete

nce

1.W

hen

inde

pend

ence

is a

chie

ved,

allo

w p

erso

n to

wor

k at

her/

his

own

puce

.I

0R

01

23

MS

D

38

BE

ST

CO

PY

AV

AIL

AB

LE

3912

Fac

tor/

Qua

lity

Indi

cato

r Ite

m

For

m o

fA

sses

smen

tH

nter

view

0-O

bser

vatio

nR

-Rec

ord

Rev

iew

Rat

ing,

0-N

ot A

pplic

able

1-N

o E

vide

nce

2-S

orne

gmer

gin2

Evi

denc

e3-

Cto

or E

vide

nce

Sup

port

ing

Prin

cipl

es

Out

com

es

SO

SD

CO

LRO

SC

MF

S

E. F

eedb

ack

.E

nsur

ing

feed

back

for

the

indi

vidu

al d

urin

g an

d af

ter

actIv

ily.

Eac

h st

uden

t rec

eive

s ap

prop

riate

pos

itive

rei

nfor

cem

ent a

ndfe

edba

ck (

e.g.

, 75%

pos

itive

to 2

5% c

orre

ctiv

e in

The

clas

sroo

m).

F.

Eva

luat

ion

The

Inst

ruct

iona

l tea

m. I

nclu

ding

par

ents

, hov

e in

put I

n th

ede

sign

and

eva

luat

ion

of a

beh

avio

ral I

nter

vent

ion

prog

ram

.

.In

divi

dual

ized

task

ana

lyse

s an

d di

scre

panc

y an

alys

es o

re d

one

as th

e ba

sis

of In

divi

dual

Inst

ruct

iona

l pro

gram

s.

.E

colo

gica

l inv

ento

ries

are

used

to p

rovi

de In

put I

nto

the

desi

gnof

Indi

vidu

aliz

ed p

rogr

ams

(i.e.

, ass

essi

ng e

nviro

nmen

tal

dom

ains

).

.D

ata

are

utili

zed

to m

ake

Inst

ruct

iona

l dec

isio

ns

5.T

aS.;

anal

yses

on

activ

ities

.

6.U

se o

f dat

a co

tlect

ion

In th

e in

stru

ctio

nal p

rogr

am

Pro

gram

min

g ch

ange

s ba

sed

on In

divi

dual

, for

mat

ive

eval

uatio

n

I0

PS

I

I0

R0

12

3P

SI

0R

01

23

PS

I

0R

01

23

PS

I

0R

01

23

PS

I

0P

SI

0R

01

23

PS

I

0R

01

23

PS

I

0R

01

23

PS

I

4()

41

13

Fac

tor/

Qua

lity

Indi

cato

r Ite

m

For

m o

f

Sup

port

ing

Out

com

es,R

atin

g0-

Not

App

iicab

le1-

Nc

Evi

denc

e2-

Som

e/E

rner

ang

Ass

essm

ent

1-In

terv

iew

0-O

bser

vatio

nR

-Rec

ord

Rev

iew

Prin

cipl

es

SOSD

CO

IRO

SC

MFS

Evi

denc

e3-

Cle

cz E

vide

nce

VI.

Tra

nsiti

on

.T

here

is e

vide

nce

of lo

ngitu

dina

l pla

nnin

g, In

clud

ing

coor

dina

tion

betw

een

curr

ent a

nd fu

ture

pro

gram

s/se

rvic

epr

ovid

ers.

I0

R0

12

3T

RA

2.S

tude

nt tr

ansi

tions

are

faci

litat

ed b

y re

gula

r co

ntac

t bet

wee

n'fe

eder

' and

'nex

t' pr

ogra

ms/

sch

ools

.0

R0

12

3T

RA

3.S

yste

mat

ic p

roce

dure

s ar

e es

tabl

ishe

d fo

r In

tera

genc

y pl

anni

ngan

d co

ordi

natio

n of

ser

vice

s fo

r tr

ansi

tiona

l age

chW

dren

.0

R0

12

3T

RA

4.S

ervi

ce p

rovi

der

from

the

next

set

ting

are

invi

ted

to IF

SP

s /IE

Ps

mee

ting.

0R

01

23

TR

A

5.F

amily

mem

bers

are

Invo

lved

In p

lann

ing

the

tran

sitio

n to

the

next

edu

catio

nal s

ettin

g.0

R0

12

3T

RA

6.T

he c

urric

ulum

is b

ased

In p

art o

n 'n

ext e

nviro

nmen

t' de

man

dsan

d ex

pect

atio

ns.

0R

01

23

TR

A

7.IF

SP

/IEP

con

tain

s tr

ansi

tion

goal

s an

d ob

ject

ives

.I

0R

01

23

TR

A

B.

Com

mun

ity-b

ased

voc

atio

nal t

rain

ing

Is e

vide

nt fo

r st

uden

tsag

e 14

and

old

er.

0R

01

23

TR

A

9.P

aren

ts a

nd c

onsu

mer

s ar

e In

volv

ed In

the

tran

sitio

n pr

oces

s at

leas

t 3 y

ears

prio

r to

gra

duat

ion.

0R

01

23

TR

A

10.

Inci

lvid

ualtz

ed tr

ansi

tion

plan

s or

e de

velo

ped

at le

ast t

hree

yea

rspr

ior

to g

radu

atio

n.0

R0

12

3T

RA

11.

Iden

tific

atio

n of

stu

dent

s w

ho w

ill e

xit s

choo

l with

in n

ext 3

yea

rs.

I0

R0

12

3T

RA

12.

Tra

nsitI

on p

lann

ing

to fa

cilit

ate

succ

ess

In s

ubse

quen

t set

tings

.I

0R

01

23

TR

A

13.

Pre

para

tion

for

futu

re In

tegr

ated

set

tings

.I

0R

01

23

TR

A

Sup

port

hg P

rhci

pies

FF

P-F

orrit

y F

ocus

ed P

rogr

amP

B1-

Pos

itive

Bet

iavl

orol

Inte

rven

tion

SP

-Sta

ff In

tegr

atio

nP

rofe

ssio

nals

mS

i-Sys

tem

atic

Inst

ruct

ion

TT

F-T

rans

disc

iplin

ory

Tea

m F

unct

ioni

ngT

RA

-Tro

nsiti

onU

AT

-Use

of A

ulst

Ive

Tec

hnol

ogy

Stu

cin

Out

com

esC

M-A

uton

omy

& C

ompe

tenc

eC

O-U

se o

f Com

mun

ity S

ervi

ces

FS

farn

ly S

uppo

rtIR

-Par

ticip

atio

n In

Lei

sure

/R

ecre

atio

n A

ctiv

ities

AB

C-A

ctiv

ity B

ased

Cur

ricul

umF

FD

-Fun

ctki

nol &

Fut

ure

Dire

cted

M-A

Q A

ppro

pria

teIN

T-I

nteg

ratio

nB

P -

Bes

t Pra

ctic

e P

hilo

soph

yW

O-M

aint

enan

ce o

f Stu

dent

Dig

nity

CLS

-Cia

isro

om O

rgan

izat

ion

ME

D-M

edic

al Is

sues

CO

M-C

ornm

urka

tion

PO

S-P

ositi

onIn

g &

Mot

or S

kills

SO

-Soc

ial I

nter

actio

ns w

ithN

on-h

arxi

lodp

ped

Per

sons

OS

-Ong

oing

Son

/ides

& S

uppo

rtS

O-S

elf D

eter

min

atio

n

42B

ES

T C

OP

Y A

VA

ILA

BLE

4::

14

References

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Meyer, L.H., Eichinger, J., & Park-Lee, S. (1987). A validation of program quality indicators in

educational services for students with severe disabilities, JASH, 12 251-263.

Network, Quality Indicators.

Rikhye, C., Gothelf, C. & Appell, M. (1989). Classroom environment checklist for students with dual

sensory impairments.

Sailor, W., Anderson, J.L., Halvorsen, A.T., Doering, K., Filler, J., & Goetz, L. (1989). The Comprehensive

Local School. Paul H. Brookes Publishing Company.

Strain, P. (1991). Ensuring quality of early intervention for children with severe disabilities. In L.H.

Meyer, C.A. Peck, and L. Brown, (Eds.), Critical Issues in the Lives of People with Severe

Disabilities. Baltimore, MS: Paul H. Brooks.

TRACES, Quality Indicators checklist - Long Form.

Villa, R.A. & Thousand, J.S. (1990). Administrative supports to promote inclusive schooling. In W.

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