Transcript Section 6

Early On® Michigan
Child Outcomes
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Measuring Child Outcomes:
Am I following the correct recipe?
What is an Outcome?
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An “outcome” is defined as a benefit experienced
as a result of services received.
Thus an outcome is neither the receipt of
services nor satisfaction with services,
but rather something that
happens because
services are provided.
Source: ECO Center
Why Do We Need To Measure And Report
Early Childhood Outcomes?
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Federal attention to accountability
2003
2003
2004
Program Assessment Rating Tool (PART)
Early Childhood Outcomes Center (ECO Center)
IDEIA reauthorization – SPP/APR
Early On Child Outcomes: SPP Indicator 3
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The overarching goal for all children is to be active
and successful participants now and in the future, in
a variety of settings:
1. Children have positive social relationships.
2. Children acquire and use knowledge and skills.
3. Children take appropriate action to meet their
needs.
Functional Outcomes:
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“The three childhood outcomes are functional in that they
reflect a child’s ability to take meaningful action in the
context of everyday living.”
“The outcome areas cross developmental domains,
emphasizing the integration of skills and behaviors across
domains for meaningful action.”
Source: ECO Center
A Puzzle
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
8, 5, 4, 1, 7, 6, 3, 2
 Where does 9 go?
 Where does 0 go?
How Will The Early Childhood
Outcomes Be Measured?
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Data Sources
 Data from one or more assessment tools
 Observation
 Family Input
Frequency of Measurement
 ENTRY data within 90 days of enrollment date
• EXIT data within 90 days of exit date
(if enrolled for at least 6 continuous months)
For Each Child Enrolled In Early On (referred before 2.5
years old)
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Domain/Skill-based
information
• Comprehensive
Developmental
Assessment
• Other Assessment
information (if
available)
Functioning across
settings and
situations
• Observation
• Parent Input
Rating for
Functional
Outcome 1
Determine
Rating
Rating for
Functional
Outcome 2
Rating for
Functional
Outcome 3
How Will The Early Childhood
Outcomes Be Measured?
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Rating Scale
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Not Yet
2
3
Emerging
4
5
Somewhat
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7
Completely
How Will the Early Childhood Outcomes Be
Measured?
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1
Not Yet
Child does not yet show functioning expected of a child his or her age in any situation. Child’s
skills and behaviors also do not yet include any immediate foundational skills upon which
to build age appropriate functioning. Child’s functioning might be described as that of a much
younger child.
2
Between Not Yet
& Emerging
Some of the foundational skills are there, though not all the immediate foundational skills.
3
Emerging
Child does not yet show functioning expected of a child of his or her age in any situation.
Child’s behavior and skills include immediate foundational skills upon which to build age
appropriate functioning. Functioning might be described as like that of a younger child.
4
Between Emerging
& Somewhat
Immediate foundational skills are in place, and child has demonstrated age appropriate skills
once or twice, perhaps not deliberately.
5
Somewhat
Child shows functioning expected for his or her age some of the time and/or in some
situations. Child’s functioning is a mix of age appropriate and not appropriate functioning.
Functioning might be described as like that of a slightly younger child.
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Between Somewhat
& Completely
Child’s functioning generally is considered appropriate for his or her age but there are some
concerns about the child’s functioning in this outcome area.
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Completely
The child shows functioning expected for his or her age in all or almost all everyday
situations that are part of the child’s life. Functioning is considered appropriate for his or her
age. No one has any concerns about the child’s functioning in this outcome area.
Documenting the Basis for the Rating
Outcome:
1
2
3
Functioning that will lead to
immediate foundational skills
I nformation, information
Functioning that shows immediate
foundational skills
I nformation, information,
information, information,
information, information,
information, information,
information, information
Behavior that is not age appropriate but not like that of a younger child
Functioning that is age
appropriate
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Children have positive social relationships
Involves:
 Relating with adults
 Relating with other children
 For older children, following rules related to
groups or interacting with others
Includes areas like:
 Attachment/separation/autonomy
 Expressing emotions and feelings
 Learning rules and expectations
 Social interactions and play
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Children acquire and use knowledge and
skills
Involves
 Thinking
 Reasoning
 Remembering
 Problem solving
 Using symbols and language
 Understanding physical and social worlds
Includes:
 Early concepts—symbols, pictures, numbers
 Imitation
 Object permanence
 Expressive language and communication
 Early literacy
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Children take appropriate action to meet their needs
Involves:
 Taking care of basic needs (e.g., hunger, warmth, security)
 Getting from place to place
 Using tools (e.g., fork, toothbrush, crayon)
 In older children, contributing to their own health and
safety
Includes:
 Integrating motor skills to complete tasks
 Self-help skills (e.g., dressing, feeding, grooming,
toileting, household responsibility)
 Acting on the world to get what one wants
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Including Families in the Discussion
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Family input is critical:
 Yes - That they will be able to provide rich
information about their child’s functioning across
settings and situation
 Maybe but not necessarily – That they will know
whether their child is showing age appropriate
behavior
Early Childhood Outcomes Center
Involving Families in a Conversation
about Their Child
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 Avoid jargon
 Avoid questions that can be answered with a yes or
no

“Does Anthony finger feed himself?”
 Ask questions that allow parents to tell you what
they have seen

“Tell me about how Anthony eats”
Early Childhood Outcomes Center
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Open Movie
Quality Review of COSF Team Discussion
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Does the team describe the child’s functioning,
rather than just test scores?
Does the discussion include the child’s full range of
functioning, including skills and behaviors that
are age appropriate, immediate foundational, and
leading to immediate foundational?
Early Childhood Outcomes Center
What do we need to show?
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When the data is aggregated, we hope to show that:

as a State………

for each Local Service Area……..
……..Early On supports children to make developmental
progress (measured in comparison to same-aged peers).
Hypothetical Language Acquisition Rates for Three Groups of Children:
Change in Developmental Trajectory (Progress toward Closing the Gap)
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70
60
50
Langauge Score
40
30
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0
1
6
11
16
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31
36
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Age in Months
Typically developing children
Children with delays without intervention
Children with delays after intervention
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Questions?
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?
Early Childhood Outcomes Center