Transcript Wyoming DDD Monitoring Manual

Measuring Outcomes for
Programs Serving Young
Children with Disabilities
Lynne Kahn and Christina Kasprzak
ECO/NECTAC at FPG/UNC
June 2, 2009
Goals for the call:
•
to provide the latest information on
how programs are measuring child
and family outcomes to meet federal
requirements
•
to provide information about how PTI
staff can be involved in state efforts to
measure child and family outcomes
Early Childhood Outcomes Center
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Why are state early
intervention and preschool
special education agencies
collecting data on child and
family outcomes?
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Why outcomes data?
• Accountability
– Federal government (Office of Special Education
Programs, U.S. Department of Education) requires
that states submit data on outcomes
– In some states, policy-makers are asking for outcome
data
• Program Improvement
– State agencies (and local programs) want to use data
on outcomes to improve services for children and
families
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Driving force from the federal level
• Government Performance and Results Act
(GPRA)
• Program Assessment Rating Tool (PART)
• Individuals with Disabilities Education Act
(IDEA)
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How Office of Special Education
(OSEP) responded to PART
• Required states to submit outcome data in their
Annual Performance Report (APR)
• Funded the Early Childhood Outcomes (ECO)
Center in October 2003 to gather input, conduct
research, make recommendations, and assist
states
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Early work of the ECO Center
• Convened stakeholders in 2004 to address what
the outcomes should be (i.e., what outcomes
should states be required to report on for Part C
and 619?) and what should be reported about
the outcomes
• Based on stakeholder input, ECO recommended
a set of child and family outcomes in February
2005. See
http://www.fpg.unc.edu/~eco/pdfs/ECO_Outcomes_4-13-05.pdf
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OSEP Requirement: Child Outcomes
Percentage of children with IFSPs/IEPs
who demonstrate improved:
– Positive social emotional skills (including positive
social relationships)
– Acquisition and use of knowledge and skills
(including early language/communication [and
early literacy])
– Use of appropriate behaviors to meet their needs
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State Approaches to Measuring
Child Outcomes
• Child Outcomes Summary Form
(COSF)
• Publishers’ online assessments
• One tool statewide
• Other
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OSEP Requirement: Family Indicator
Percent of families participating in Part C
who report that EI services have helped the
family:
– Know their rights
– Effectively communicate their children’s needs
– Help their children develop and learn
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Early Childhood Outcomes Center
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OSEP Requirement: Family Indicator
(3-21)
Percent of parents with a child receiving
special education services who report
that schools facilitated parent
involvement as a means of improving
services and results for children with
disabilities
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Early Childhood Outcomes Center
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State Approaches to Measuring
Child Outcomes
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•
•
•
ECO Family Survey
NCSEAM Family Survey
State-developed Family Survey
Combination
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States’ Reporting of Data:
• States submit these data (and other data)
to OSEP annually in the SPP/APR
SPP = State Performance Plan
APR = Annual Performance Report
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States’ Reporting of Data:
•
•
•
•
Feb 2007 – 1st reported entry data
Feb 2008 – 1st reported progress data
Feb 2009 – 2nd year of progress data
Feb 2010 – establish baseline
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Work of the ECO Center
• After reporting requirements released,
ECO focused on helping states build
measurement systems to collect the data
• Continued to work with OSEP as issues
related to data collection were uncovered
(e.g., FAQs)
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For more information:
[email protected]
[email protected]
ECO web site: www.the-eco-center.org
Early Childhood Outcomes Center
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