Transcript Part C and Preschool Child Outcome Indicators

Using the Early Childhood
Outcomes Summary Form
Presentation Modified by Dee Gethmann
Iowa Department of Education
October 2006
Author of Original Presentation:
Kathy Hebbeler
Center
at SRI International
Modified from presentation ECO
by the National
Early
Childhood Outcomes Center www.the-ecocenter.org
Overview
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Why collect Early Childhood Outcomes
data?
Understanding Early Childhood
Outcomes
Measuring Children’s Accomplishments
of the 3 Early Childhood Outcomes
Using the Early Childhood Outcomes
Summary Form
Practice with the Early Childhood
Outcomes Summary Form
Modified from presentation by the National Early Childhood
Outcomes Center
2
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
Modified from presentation by the National Early Childhood
Outcomes Center
3
Early Childhood Outcomes:
Target Population

Early ACCESS

Infants and Toddlers
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All infants and toddlers that have an IFSP
Include children when transitioning at the age of 3
Early Childhood Special Education
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Preschoolers
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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)
Does NOT include children that begin receiving
special education services in kindergarten
Modified from presentation by the National Early Childhood
Outcomes Center
4
The Essential Question

Are students with
disabilities entering school
ready to learn at high
levels?
Modified from presentation by the National Early Childhood
Outcomes Center
5
Why Collect Early Childhood
Outcomes Data?
Modified from presentation by the National Early Childhood
Outcomes Center
6
How will this make a difference for
children and families?
System of Accountability:
Looking at Results
Requirement to report in IDEA 2004
 Provide information to the public
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
Data Reported by AEA and LEA
Document effectiveness of Early
ACCESS and Early Childhood
Special Education (ECSE) services
Modified from presentation by the National Early Childhood
Outcomes Center
7
How will this make a difference
for children and families?
System of Accountability:
Looking at Results
Provide leadership to advance assessment
practices and data use
 Improve developmentally appropriate
practices, instruction and outcomes for
children (EC Blueprint)
 Use data to plan and implement effective
curricula, assessments, and interventions

(EC Blueprint)
Modified from presentation by the National Early Childhood
Outcomes Center
8
Understanding
Early Childhood Outcomes
(ECO)
Modified from presentation by the National Early Childhood
Outcomes Center
9
Three Early Childhood Outcomes 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
Modified from presentation by the National Early Childhood
Outcomes Center
10
The 3 ECO Areas Refer to the
“Whole Child”
Represent Critical Skills that:
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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)
Modified from presentation by the National Early Childhood
Outcomes Center
11
Thinking Functionally
(within age-expected bounds)

Not just….
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Know how to make
eye contact, smile,
and give a hug
Know how to imitate a
gesture when
prompted by others
Use finger in pointing
motion
Show a skill in a
specific situation
Modified from presentation by the National Early Childhood
Outcomes Center

But does he/she…
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Initiate affection toward
caregivers and respond
to others’ affection
Watch what a peer says
or does and incorporate
it into his/her own play
Point to indicate needs or
wants
Use a skill in actions
across settings and
situations to accomplish
something meaningful to
the child
12
ECO Area #1: Children have positive
social-emotional skills

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Involves:
 Relating with adults
 Relating with other children
 For older children - following age appropriate rules,
limits, and routines
 Participates/contributes as part of a group
Includes areas like:
 Attachment/separation/ autonomy
 Expressing emotions and feelings
 Social interactions and play
Modified from presentation by the National Early Childhood
Outcomes Center
13
ECO Area #2: Children acquire and
use knowledge and skills
Involves:
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Thinking
Reasoning
Remembering
Problem-solving
Using symbols and language
Understanding physical and social worlds
Includes:
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Early concepts – symbols, pictures, numbers,
classification, spatial relationships
Pre-writing – scribbling, shapes, pictures, letters
Object permanence
Expressive language and communication
Modified from presentation by the National Early Childhood
Outcomes Center
14
ECO Area #3: Children use
appropriate behaviors to meet their
needs

Involves:
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Taking care of basic needs
Getting about in the environment
Daily living skills
In older children, contributing to their own safety,
fitness, and health care
Includes:
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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
Engaging in play
Persisting in activities
Modified from presentation by the National Early Childhood
Outcomes Center
15
CHILDREN’S DEVELOPMENT IS INTERCONNECTED
Children have positive socialemotional skills
Follows
group
rules
Relationships with
adults
Relationships with
peers
Children acquire and use
knowledge and skills
Symbol
use,
abstract
thinking
Problem
Solving
Strategies
Understand
and Use
Communicati
on
Children use appropriate
behaviors to meet their needs
Attending
Listening
Being curious
Persisting
Practicing
Playing
Play
Exploring
Self-care,
health and
safety
Masters
the
environment
Touching
Engaging
How do we describe the ECO
Areas in Iowa?
Iowa’s Alignment of:
 Early Childhood Outcome Areas
 IFSP Outcome/IEP Goal Codes
used in IFSP/IEP Results
 Iowa Early Learning Standards
February 2006, Iowa Dept. of Education
Modified from presentation by the National Early Childhood
Outcomes Center
17
Modified from presentation by the National Early Childhood
Outcomes Center
18
ECO Will Help Us Look at Our
Results to Ensure…
Early ACCESS/ECSE is…
 Making a difference for children and
families
…so that children with developmental
delays and disabilities are entering
school ready to learn at high levels
Modified from presentation by the National Early Childhood
Outcomes Center
19
Measuring Children’s
Accomplishment of the 3
Early Childhood Outcomes
Modified from presentation by the National Early Childhood
Outcomes Center
20
Measuring Children’s
Accomplishments
What is Assessment in Early
Childhood?
 “Assessment is a generic term
that refers to the process of
gathering information for
decision-making.”
(McLean, 2004)
Modified from presentation by the National Early Childhood
Outcomes Center
21
DEC Recommended Practices for
Assessment

Involves multiple measures
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e.g., observations, criterion-curriculumbased instruments, interviews, curriculumcompatible norm-referenced scales,
informed clinical opinion, work samples
Involves multiple sources

e.g., families, professional team members,
service providers, caregivers, physicians
DEC = Division for Early Childhood (a division of the Council for Exceptional
Children) http://www.dec-sped.org/
Modified from presentation by the National Early Childhood
Outcomes Center
22
Use of Multiple Measures and
Multiple Sources…

Iowa refers to this as “RIOT”
 Record Reviews
 Interviews
 Observations
 Tests/Assessments
Modified from presentation by the National Early Childhood
Outcomes Center
23
Examples
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Measures
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Reports
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Interviews
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Sources
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Time Sampling
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Tests/Assessments
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Parent Interview
Observations
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Medical
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Example: Curriculumbased assessments (e.g.,
Creative Curriculum Child
Observation Assessment)
IFSP/IEP Results
Modified from presentation by the National Early Childhood
Outcomes Center

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Parents and family
members
Service providers
Therapists
Physicians
Child care providers
ECSE Teachers
People familiar with
the child across
settings and situations
24
Include Families
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Input from Families
is Critical

Family members
see the child in
situations that
professionals do not
Modified from presentation by the National Early Childhood
Outcomes Center
25
Multiple Measures and Sources Need
to Address Children’s Functioning
ECO Areas Reflect:
 Functioning across a variety of settings and
situations that make up the child’s day
 Typical functioning, not child’s capacity to
function under ideal circumstances
 Many pathways to demonstrate
accomplishments for children with atypical
development (e.g., using sign language,
wheel chair).

Include any assistive technology or supports the
child typically uses
Modified from presentation by the National Early Childhood
Outcomes Center
26
Challenges in Measuring
Children’s Accomplishments
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There is not one measure that will
assess the 3 ECO Areas directly
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Many child assessments are organized
around developmental domains
Thus, the need to gather information
using Multiple Measures from Multiple
Sources
Modified from presentation by the National Early Childhood
Outcomes Center
27
Key Points
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Assumption: Children can be described in
regard to how close they are to age
expected behaviors and skills for each of the
3 ECO areas
By definition, most children in the general
population demonstrate the ECO areas in an
age-expected way
By providing services and supports, Early
ACCESS/ECSE is trying to move children
closer to age expected behavior
Modified from presentation by the National Early Childhood
Outcomes Center
28
Summarizing Children’s
Accomplishments

ECO Summary Form is
used by IFSP/IEP Teams
to Summarize this
Information
Modified from presentation by the National Early Childhood
Outcomes Center
29
Using the Early Childhood
Outcomes (ECO) Summary
Form…Summarizing information from
multiple methods and sources
Modified from presentation by the National Early Childhood
Outcomes Center
30
Modified from presentation by the National Early Childhood
Outcomes Center
31
Modified from presentation by the National Early Childhood
Outcomes Center
32
The ECO Summary Form
When do Teams complete the ECO
Summary Form?
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Initial IFSP and IEP Meetings
Annual Review, Re-Evaluation and Exit
Meetings

Must complete when children are leaving
or exiting services

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Transition from Early ACCESS to ECSE
Transition from ECSE to Kindergarten
Modified from presentation by the National Early Childhood
Outcomes Center
33
The ECO Summary Form
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An ECO Summary form for each of 3
ECO areas must be reported for every
infant/toddler with an IFSP or
preschooler with an IEP.
Data are needed in all ECO areas even
if:

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No one has concerns about a child’s
development
A child has delays in one or two ECO areas,
but not in all three ECO areas
Modified from presentation by the National Early Childhood
Outcomes Center
34
The ECO Summary Form

Comparison to peers or
standards:
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To what extent does this child show
age-appropriate functioning in the
area of [ECO Area] across a variety
of settings and situations?
Using a 7-Point Rating Scale
Modified from presentation by the National Early Childhood
Outcomes Center
35
The ECO Summary Form

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Child’s Ratings are a snapshot of
 The whole child
 Functioning
 Across settings and situations
Rather than
 Skill by skill,
 In one standardized way, or
 Split by domains
Modified from presentation by the National Early Childhood
Outcomes Center
36
The ECO Summary Form

Progress:

Has the child shown any new skills or
behaviors related to [ECO Area] since
the last IFSP/IEP meeting?
Modified from presentation by the National Early Childhood
Outcomes Center
37
The ECO Summary Form

Child’s Progress is based on any of
the following:
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Acquisition of a new skill or behavior since
the last IFSP or IEP meeting
Independent demonstration of a skill or
behavior
Progression made toward achieving IFSP
Outcomes or IEP Goals
Improvement of skills and behaviors to a
level nearer to age-appropriate functioning
Modified from presentation by the National Early Childhood
Outcomes Center
38
The ECO Summary Form

Supporting Evidence for
Outcome Rating and Progress in
[ECO Area]
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Information gathered from various
procedures and multiple sources of data
RIOT
Progress monitoring data
IFSP and IEP Results data
Age appropriate expectations
Modified from presentation by the National Early Childhood
Outcomes Center
39
Using the Early Childhood
Outcomes Summary Form…
Determining a Child’s Rating and
Progress
Modified from presentation by the National Early Childhood
Outcomes Center
40
The Comparison to Peers or
Standards (Questions 1a, 2a, 3a)

Thinking about each ECO area…
To what extent does this child show ageappropriate functioning in the area of [ECO
Area] across a variety of settings and
situations?
Modified from presentation by the National Early Childhood
Outcomes Center
41
To Decide on a Child’s Rating…

Know what behaviors and skills are
appropriate for the child’s age
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How do children who are developing typically
function on this ECO area?
Review the multiple sources of information
to determine how the child functions
across a variety of situations and settings
Understand the differences between the
outcome rating scale from 1 to 7
Modified from presentation by the National Early Childhood
Outcomes Center
42
Child’s Ratings in the ECO Areas
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The IFSP or IEP Team determining the
child’s rating reach consensus on a
number between 1 and 7.
Descriptions are given for numbers
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7
5
3
1
–
–
–
–
Completely
Somewhat
Emerging
Not Yet
Check 2, 4, or 6 if the child’s functioning is
“in between”. That is, the child functions
with more skill than the lower number, but
not quite as described in the higher
number.
Modified from presentation by the National Early Childhood
Outcomes Center
43
7 – Completely means…
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Child shows functioning expected
for his/her age in all or almost
all of everyday situations that are
part of a child’s life
 home, store, park, child care,
with strangers, etc.
Functioning is considered
appropriate for his/her age
No concerns
Modified from presentation by the National Early Childhood
Outcomes Center
44
6 – Between completely and
somewhat means…
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Child’s functioning is generally
considered appropriate for
his/her age
Some concerns about the child’s
functioning
Modified from presentation by the National Early Childhood
Outcomes Center
45
5 – Somewhat means…
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Functioning expected for his/her
age some of the time and/or
in some situations
Mix of appropriate and not ageappropriate
Might be more like a slightly
younger child
Modified from presentation by the National Early Childhood
Outcomes Center
46
3 – Emerging means…
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Child does not yet show functioning expected
of a child of age in any situation
Skills and behaviors include immediate
foundational skills upon which to build ageappropriate functioning
 Saying one word is a foundational skill to
putting two words together
 Playing beside one another before they
interact in play
Might be more like a younger child
Modified from presentation by the National Early Childhood
Outcomes Center
47
1 – Not Yet means…
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Child does not yet show functioning
expected of a child of his/her age in
any situation
Skills and behaviors do not yet
include any immediate
foundational skills upon which to
build age-appropriate functioning
Might be more like a much younger
child
Modified from presentation by the National Early Childhood
Outcomes Center
48
None Quite Fit?

Use the in-between
Outcome Ratings of 2, 4,
and 6 for children who
have some characteristics
of two different
descriptions
Modified from presentation by the National Early Childhood
Outcomes Center
49
Modified from presentation by the National Early Childhood
Outcomes Center
50
The Progress Question
(1b, 2b, 3b)

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Progress based on child’s own past
performance
Has the child shown ANY new skills or
behaviors related to [ECO Area] since the last
IFSP or IEP Meeting?
 Yes
 No
 Not Applicable because Initial IFSP/IEP
Meeting
Small steps of progress count!
Most will check “yes”
Modified from presentation by the National Early Childhood
Outcomes Center
51
Supporting Evidence for
Outcome Rating and Progress
(1c, 2c, 3c)

On the ECO Summary form, IFSP
and IEP Teams will need to
document:


What methods (RIOT) were used to
determine child’s rating and progress
What were the specific sources of
information



E.g. Parent, ECSE Teacher, SLP, XYZ
Assessment
What were the relevant results that
support the teams decisions
Provides a record of the basis for
the decisions
Modified from presentation by the National Early Childhood
Outcomes Center
52
Supporting Evidence for Outcome
Rating and Progress… (1c, 2c, 3c)
Date of
Assessment
Method Used
(Check all that apply)
Sources of
Information
Summary of Relevant Result
(include present level of performance)
Record Review
Interviews
Observations
Tests/Assessments
Other
Modified from presentation by the National Early Childhood
Outcomes Center
53
EXAMPLE: Supporting Evidence for Outcome
Rating and Progress for Appropriate
Behaviors to Meet their Needs
Date of
Assess
ment
Method Used
(Check all that apply)
Sources of
Information
Summary of Relevant Result
(include present level of performance)
4/2/06
Record Review
Physician’s Medical
Report
Candace’s AFOs have been modified
to support an increase in range of
motion
4/12/06
Interviews
Child’s Mother
Candace’s mother reports that she
eats with her fingers and does not
use a fork or spoon.
4/4, 8,
10/06
Observations
Early Childhood
Special Education
Teacher
--observed during
arrival/departure,
toileting and snack
Candace used her fingers to feed
herself and needs hand-over-hand
assistance to use a spoon; Candace
tugs on her diaper after it is wet or
soiled; She puts one arm through the
sleeve of her coat
4/14/06
Tests/Assessments
Carolina Curriculum
for Infants and
Toddlers with
Special Needs
Self-help:
Self-help:
Self-help:
Self-help:
Modified from presentation by the National Early Childhood
Outcomes Center
Eating – 12 – 15 months
Dressing – 15 – 18 months
Grooming – 18-21 months
Toileting – 15-18 months
54
Practice with the Early Childhood
Outcomes Summary Form
Modified from presentation by the National Early Childhood
Outcomes Center
55
The Take Home Messages
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Early Childhood Outcomes are not
primarily about data
ECO are about doing good things for
children and families
And using ECO data as a tool to
help programs, providers and
families know if what they are doing
is making a difference for children
and families…and if not, to make
improvements so they will!
Modified from presentation by the National Early Childhood
Outcomes Center
56