Transcript Part C and Preschool Child Outcome Indicators

Orientation for New Outcomes
Conference Participants
Lynne Kahn
Christina Kasprzak
Kathy Hebbeler
The Early Childhood Outcomes (ECO) Center
Early Childhood Outcomes Center
What We Will Cover
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Why measure child and family
outcomes?
Family Indicator C4
Indicators C3 and B7
 The three child outcomes
 The 5 progress categories
 The 2 summary statements
 Approaches to child outcomes
 Common challenges
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?
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Accountability
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Program Improvement
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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
State agencies (and local programs) want
to use data on outcomes to improve
services for children and families
Federal Forces Proving Impetus
for Data on Child Outcomes

Government Performance and Results
Act (GPRA)
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Program Assessment Rating Tool
(PART)
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Individuals with Disabilities Education
Act (IDEA)
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Individuals with Disabilities
Education Act
SEC. 616. <<NOTE: 20 USC 1416.>>
MONITORING, TECHNICAL ASSISTANCE, AND
ENFORCEMENT. ``
Federal and State Monitoring``
(2) Focused monitoring.--The primary focus of Federal
and State monitoring activities described in
paragraph (1) shall be on-- ``
(A) improving educational results and functional
outcomes for all children with disabilities;
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Family Indicator: C4
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Early
Childhood
Outcomes
Center
APR Requirements for Part C
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

Early
Childhood
Outcomes
Center
APR Requirements for Part B,
Section 619 Preschool Programs
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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
no specific indicator for preschool,
nor the expectation for examining
preschool family involvement
Early
Childhood
separately from Part B
Outcomes
Center
Data collection instruments
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ECO Family Outcomes Survey,
Items 16-18 (25 states)
NCSEAM Impact on Family Scale
(25 states)
State Survey (6 states)
Comparison of the ECO and NCSEAM
instruments in relation to content
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The instruments were developed
separately by ECO and NCSEAM, but
both centers used significant input
from families and other stakeholders
to develop instrument content
The content of both instruments
goes beyond the content of the three
indicators specified in Part C
Indicator 4
Challenges Related to Family Surveys
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Need to increase the response
rates
Determining and increasing the
representativeness of the data
Interpreting the data to improve
outcomes for families
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OSEP Reporting
Requirements:
Child
Outcomes
13
Early Childhood Outcomes Center
Goal of Early Intervention
“…To enable young children to be active and successful
participants during the early childhood years and in
the future in a variety of settings – in their homes with
their families, in child care, in preschool or school
programs, and in the community.”
(from Early Childhood Outcomes Center,
http://www.fpg.unc.edu/~eco/pdfs/eco_outcomes_4-13-05.pdf)
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Understanding
the Three
Child Outcomes
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Three Child Outcomes
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Children have positive social-emotional skills
(including social relationships)
Children acquire and use knowledge and skills
(including early language/communication
[and early literacy])
Children use appropriate behaviors to meet
their needs
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Outcomes Are Functional
Functional outcomes:
 Refer to things that are meaningful to
the child in the context of everyday
living
 Refer to an integrated series of
behaviors or skills that allow the child
to achieve the important everyday
goals
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Functional Outcomes are NOT
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A single behavior
The sum of a series of discrete behaviors
or splinter skills
such as…..
*Knows 10 words
*Pincer grasp (picks
up a raisin)
*Smiles at mom
*Stacks 3 blocks
Early Childhood Outcomes Center
*Goes up and down
stairs with one foot on
each stair
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Functional Outcomes
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Not domains-based, not separating child
development into discrete areas
(communication, gross motor, etc.)
Refer to behaviors that integrate skills across
domains
Almost always involve multiple domains
Emphasize how the child is able to carry out
meaningful behaviors in a meaningful context
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Thinking Functionally
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Discrete behaviors (e.g., those described by
some items on assessments) may or may not
be important to the child’s functioning on the
outcome
Individually, they are not especially
informative
Summed, they may or may not be useful,
depending on the functionality of the
behaviors/items
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Children Have Positive
Social Relationships
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Involves:
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Relating with adults
Relating with other children
For older children, following rules related to groups
or interacting with others
Includes areas like:
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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
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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
Imitation
Object permanence
Expressive language and communication
Early literacy
Early Childhood Outcomes Center
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Children Take Appropriate Action to
Meet Their Needs
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Involves:
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Taking care of basic needs
Getting from place to place
Using tools (e.g., fork, toothbrush, crayon)
In older children, contributing to their own health
and safety
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
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Taking Action to Meet Needs

Includes
 Integrating various skills (gross motor, fine
motor, communication skills) to complete
tasks
 Self help skills (feeding, dressing, toileting,
household task)
 Acting on the world to get what he or she
wants
 Not JUST acting on the world: takes
APPROPRIATE action to meet needs
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Outcomes Reflect Global Functioning
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Each outcome is a snapshot of:
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The whole child
Status of the child’s current functioning
Functioning across settings and situations
Rather than:
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Skill by skill
In one standardized way
Split by domains
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OSEP Reporting Categories
Percentage of children who:
a. Did not improve functioning
b. Improved functioning, but not sufficient to
move nearer to functioning comparable to
same-aged peers
c. Improved functioning to a level nearer to
same-aged peers but did not reach it
d. Improved functioning to reach a level
comparable to same-aged peers
e. Maintained functioning at a level comparable
to same-aged peers
3 outcomes x 5 “measures” = 15 numbers
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Helping Children Move Toward Ageexpected functioning
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Assumption: Children can be described
with regard to how close they are to age
expected functioning for each of the 3
outcomes
By definition, most children in the
general population demonstrate the
outcome in an age-expected way
By providing services and supports,
ECSE is trying to move children closer to
age expected behavior
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F
u
n
c
t
i
o
n
i
n
g
13
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Entry
14
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Entry
Exit
15
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Entry
Exit
16
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Key Point
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The OSEP categories describe
types of progress children can
make between entry and exit
Two scores or ratings (entry
and exit) are needed to
calculate what OSEP category
describes a child progress
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Understanding the reporting
categories a - e
e. % of children who
maintain functioning at
a level comparable to
same-aged peers
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Entry
Early Childhood Outcomes Center
Exit
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Entry
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Exit
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d. % of children who improve
functioning to reach a level
comparable to same-aged
peers
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Entry
Early Childhood Outcomes Center
Exit
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c. % of children who
improved functioning to a
level nearer to same aged
peers, but did not reach it
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Entry
Early Childhood Outcomes Center
Exit
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Entry
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Exit
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b. % of children who
improved functioning, but
not sufficient to move
nearer to same aged peers
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Entry
Early Childhood Outcomes Center
Exit
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Entry
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Exit
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Entry
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Exit
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a. % of children who did
not improve functioning
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Entry
Early Childhood Outcomes Center
Exit
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Entry
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Exit
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The Summary Statements
1.
Of those children who entered the
program below age expectations in
each Outcome, the percent who
substantially increased their rate of
growth by the time they turned 3 [6]
years of age or exited the program.
c + d/ (a+b+c+d)
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The Summary Statements
2. The percent of children who were
functioning within age expectations in
each Outcome by the time they turned
3 [6] years of age or exited the
program.
d+e
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The concepts are easier than the
words or the formulas
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Summary statement 1: How many
children changed growth trajectories
during their time in the program?
Summary statement 2: How many
children were functioning like same
aged peers when they left the program?
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State Approaches to Measuring Child
Outcomes
Approach
Part C
(56 states)
Preschool
(59 states)
7-point COSF
41 (73%)
36 (61%)
One statewide
tool
Publishers’
online analysis
7 (13%)
9(15%)
3 (5%)
6 (10%)*
Other
5 (9%)
7 (12%)
All approaches have challenges
Approach
One tool
statewide
Challenges
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Defining age expectations
Determining cutoffs for
enough progress to be
considered a change in
growth trajectory
Early Childhood Outcomes Center
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All approaches have challenges
Approach
Publishers’
analysis of online
assessment
tools
Early Childhood Outcomes Center
Challenges
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Aligning assessment
tool items with the 3
outcomes
Programming the
analysis to be
comparable to other
measurement
approaches
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All approaches have challenges
Approach
Child Outcome
Summary
Form
Early Childhood Outcomes Center
Challenges
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Getting consistency of
interpretation and use
Requires
understanding of child
development
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Themes of Agenda Sessions
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Quality Assurance
Training and TA – state strategies
and resources
Collaboration
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Part C and 619 Preschool
Across Early Care and Education
Understanding and communicating
outcomes data at the local and
family level
Early Childhood Outcomes Center
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Themes of Agenda Sessions
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Using data for program improvement
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Family outcomes
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Using data for improving family
services and supports
Return rates and representative data
Early Childhood Outcomes Center
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Questions
or
comments?
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