Transcript Iowa’s State Performance Plan: Early Childhood Outcomes

Early Childhood Outcomes:
Early ACCESS and
Early Childhood Special Education
Presented by: Dee Gethmann
Iowa Department of Education
October 2006
[email protected]
515-281-5502
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Today’s Agenda
Welcome – Please Sign-In and Assign a
Person to Return Sheet(s) to Dept. of Ed
What did not Change?
What did Change?
Impact on Iowa’s approach in gathering
required ECO data
Changes necessary to meet new requirements
Timelines for gathering 2006 – 2007 ECO data
AEA plans to share information with IFSP and
IEP Teams
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Iowa’s Early Childhood Outcomes
Purpose:
Develop and Implement a Statewide
Accountability System to Measure
Outcomes for Infants and Toddlers in
Early ACCESS and Preschoolers in
Early Childhood Special Education
3
The Essential Question
Are students with disabilities
entering school ready to learn
at high levels?
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Iowa’s Early Childhood Outcomes:
Target Population
Early ACCESS

Infants and Toddlers


All infants and toddlers that have an IFSP
Include children when transitioning at the age of 3
Early Childhood Special Education

Preschoolers




All preschool children that have an IEP
Include children when transitioning from ECSE services
to kindergarten
Include children receiving ECSE services and
Kindergarten services (Part-Time/Part Time)
Do NOT include children that begin receiving special
education services in kindergarten
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Iowa’s Early Childhood Outcomes:
Three ECO Areas
Children with IFSP/IEP who demonstrate
improved:
1. Positive social-emotional skills (including
social relationships)
2. Acquisition and use of knowledge and skills
(including early language/communication and
early literacy for preschoolers)
3. Use of appropriate behaviors to meet their
needs
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Iowa’s Early Childhood Outcomes:
Originally: 3 Reporting Categories
*Percentage of children who:
a. Reach or maintain functioning at a level
comparable to same-aged peers
b. Improved functioning
c. Did not improve functioning
*In each of the 3 ECO Areas
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Iowa’s Early Childhood Outcomes
Change: 5 Reporting Categories
*Percentage of children who:
a.
b.
c.
d.
e.
Did not improve functioning
Improved functioning but not sufficient to move nearer to
functioning comparable to same-aged peers
Improved functioning to a level nearer to same-aged
peers but did not reach it
Improved functioning to reach a level comparable to
same-aged peers
Maintained functioning at a level comparable to sameaged peers
*In each of the 3 ECO Areas
Revised ECO Reporting Categories, August 2006 SPP/APR Table
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Iowa’s Early Childhood Outcomes:
5 Reporting Categories
Percentage of children who:
a. Did not improve functioning

Either acquired no new skills or behaviors
or their functioning regressed while
receiving Early ACCESS or ECSE
services.
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Iowa’s Early Childhood Outcomes:
5 Reporting Categories
b. Improved functioning but not
sufficient to move nearer to functioning
comparable to same-aged peers
Acquired new skills and behaviors but no
positive change in their developmental
trajectories
 Acquired new skills at the same or lower
rates than they had at the time they began
Early ACCESS or ECSE services

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Iowa’s Early Childhood Outcomes:
5 Reporting Categories
c. Improved functioning to a level
nearer to same-aged peers but did not
reach it
Acquired skills and new behaviors at a
faster rate while receiving Early ACCESS
or ECSE services
 Positive change in their developmental
trajectories
 Have not attained functioning comparable
to same-aged peers

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Iowa’s Early Childhood Outcomes:
5 Reporting Categories
d. Improved functioning to reach a level
comparable to same-aged peers
Did not show functioning comparable to
same-aged peers when they began Early
ACCESS or ECSE services
 Reached functioning comparable to sameaged peers while receiving services

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Iowa’s Early Childhood Outcomes:
5 Reporting Categories
e. Maintained functioning at a level
comparable to same-aged peers
Showed functioning comparable to same-aged
peers when they began Early ACCESS or ECSE
services
 Continued to demonstrate skills comparable to
same-aged peers while receiving services

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Iowa’s Early Childhood Outcomes:
Descriptions of ECO Areas
ECO Areas Represent Critical Skills that:
Promote positive outcomes for young children
Support active and successful participation in
everyday activities and routines, now and in the
future
Integrate all areas of development
Prepare children to enter school ready to learn at
high levels (The Essential Question)
Refer to:
Alignment of ECO, IFSP Outcome/IEP Goal Codes
and Iowa Early Learning Standards, February 2006,
Iowa Dept. of Education
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Iowa’s Early Childhood Outcomes
How will data be summarized?
All IFSP and IEP Teams will reach consensus on
the results reported on the:
 Early
Childhood Outcomes
Summary Form
2006 – June 30, 2006:
ECO Summary form dated January 2006
 Beginning July 1, 2006:
ECO Summary form dated October 2006
 February
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Iowa’s Early Childhood Outcomes:
ECO Summary Form
October 2006
Comparison to peers or standards:

To what extent does this child show ageappropriate functioning in the area of
positive social-emotional skills across a
variety of settings and situations
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Iowa’s Early Childhood Outcomes:
ECO Summary Form
Comparison to peers or standards
7-Point Rating Scale
Rating is based on:




Current level of functioning demonstrated across a
range of situations and settings that make up the
child’s day
Typical functioning, not his/her capacity to function
under ideal circumstances
Functioning using assistive technology or special
accommodations
Skills and behaviors compared to age appropriate
expectations based on child development research17
Iowa’s Early Childhood Outcomes:
ECO Summary Form
Comparison to peers or standards
Rating is NOT based on:
A single behavior or skill
 Discrete behaviors
 Demonstration of skills under ideal
circumstances that not does not reflect
everyday situations or settings

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Iowa’s Early Childhood Outcomes:
ECO Summary Form
Progress:

Has the child shown any new skills or
behaviors related to positive social-emotional
skills since the last IEP meeting?
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Iowa’s Early Childhood Outcomes:
ECO Summary Form
Child’s Progress is based on any of the
following:




Acquisition of a new skill or behavior since the last
IFSP or IEP meeting
More independently demonstrates mastery of a
skill or behavior
Progress made toward achieving IFSP Outcomes
or IEP Goals
Improve skills and behaviors to a level nearer to
age-appropriate functioning
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Iowa’s Early Childhood Outcomes:
ECO Summary Form
Supporting Evidence for Outcome Rating
and Progress in Positive Social-Emotional
Skills






Information gathered from various procedures and
multiple sources of data
RIOT
Progress monitoring data
IFSP and IEP Results data
Age appropriate expectations
Other relevant information regarding child’s
functioning across a variety of settings and everyday
situations
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Iowa’s Early Childhood Outcomes:
ECO Summary Form
Completing the ECO Summary form




Complete for each ECO area, despite services
receiving or areas of concern
Initial IFSP or IEP meeting for infants, toddlers or
preschool children
Annually as a part of the IFSP or IEP meeting,
Complete ECO Summary form until the child no
longer receives Early ACCESS or ECSE services

MUST complete when child leaves services (i.e. exits
services, transitions at age 3 or into kindergarten)
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Iowa’s Early Childhood Outcomes:
Timelines
Beginning February 1, 2006
Initial IFSP or IEP Meetings
a.
Comparison to Peers or Standard
Beginning July 1, 2006
Annual IFSP and IEP Meetings; Exit
Meetings, and Re-evaluation IEP Meetings
a.
b.
c.
Comparison to Peers or Standard
Progress
Supporting Evidence
* SPP – Baseline and Targets will be based on these
data!
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Iowa’s Early Childhood Outcomes:
Timelines
IFSP and IEP Meetings held between
July 1 to November 10, 2006 –

Teams have until Friday, December 1 to
complete the new ECO Summary form
Beginning November 10, 2006 –

Teams complete the new ECO Summary
form at the time of the IFSP and IEP
Meetings
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Early Childhood Outcomes:
What is the Quality of the Settings?
Iowa Quality Preschool Study
Study Goal:

Describe the quality of Iowa preschool classrooms
serving children on IEPs
Iowa Department of Education

Mary Schertz and Dee Gethmann
Iowa State University: Dep’t of Human Dev’t
& Family Studies

Dr. Susan Hegland and Lesia Oesterreich
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Iowa Quality Preschool Study:
From 620 Iowa classrooms serving children with
disabilities (on IEP’s), we randomly chose


50 early childhood, inclusive classrooms (more than
50% children typically developing)
50 early childhood special education classrooms
(50% or more children with disabilities)
Classroom Settings



80% in public schools
10% Head Start programs
10% Community child care or preschool programs
Completed observations and interviews with
teachers in Spring 2005
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Iowa Quality Preschool Study:
What did we assess?
Early Childhood Environment Rating Scale:
Revised (ECERS-R) Areas:







Space and Furnishings
Personal Care Routines
Language-Reasoning
Activities
Interaction
Program Structure
Parents and Staff
Early Child Environment Rating Scale:
Extended (ECERS-E) Areas:


Literacy
Math
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Iowa Quality Preschool Study:
Finding:
•Most classrooms were mediocre in quality
(Average score < 5 and  3)
Agency
Public School ECSE Setting
Public School EC Setting
Head Start
Community Program
1
ECERS-R
ECERS-E
2
3
4
5
6
7
Mean Item Score
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Iowa Quality Preschool Study:
Finding: Majority of teachers do not
use a comprehensive, evidencebased assessment tool
Over 10% of teachers reported their
only form of monitoring children’s
progress was through monitoring
IEPs
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Iowa Quality Preschool Study:
Finding: 42% public school teachers reported that
they did not use a curriculum

Myth: The best preschool teachers use locally-designed curricula
and locally-designed assessments.
Reality: Our research - Best Predictors of Quality:
Comprehensive, evidence-based curriculum AND
assessment measure aligned with Iowa Early
Learning Standards
Examples:


High/Scope
Creative Curriculum
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Early Childhood Outcomes:
Resources and Support
ECO Work Group


Need a representative from each AEA and Urban
Education Area
Purpose:




Determine the Technical Assistance needs for completing
the ECO Summary form
Develop materials to support IFSP and IEP Teams in
determining the Child Outcome Rating, Progress and
Supporting Evidence
Time commitment: Three one-day meetings in DSM
AEAs and UENs: Submit the name of the
representative to Dee Gethmann by November 3.
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Early Childhood Outcomes:
AEA Action Plan
AEA are responsible for training the
IFSP and IEP Team
Please keep the AEA or UEN
representative on the ECO Work Group
informed of the activities to train as well
as resources needed
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What questions or
comments do you
have about ECO?
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Not everything that can be
measured counts, and not
everything that counts can
be measured.
--Albert Einstein
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