Transcript Early Childhood Outcomes ECOS

Early Childhood Outcomes ECOS:
What's Next from Forms to
Utilization of Data
NANCY M. KIND
NSSED EARLY CHILDHOOD PROGRAM
ADMINISTRATOR
PAMELA REISING RECHNER
ILLINOIS STATE BOARD OF EDUCATION
DIVISION OF EARLY CHILDHOOD
AUGUST 6, 2009
Selected materials from ISBE Early Childhood web page and webinar
http://www.isbe.net/earlychi/html/ec_speced_outcomes.htm
Agenda
 Background
 New Early Childhood Outcomes Rating Form
 One page
 Revised Long Form
 Early Childhood Outcomes - SIS Overview
 District Student Outcomes Reporting using ECOS
Ratings
 Utilization of Data to Inform Instruction
 ISBE Update Regarding ECOS
August 2009
Early Childhood Outcomes
BACKGROUND INFORMATION
August 2009
Early Childhood Outcomes - Background
 Why Are We Doing This?
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Federal mandate

High quality services for children and families that will lead
to good outcomes
 Driving Force for Data on Child Goals Comes from
the Federal Level

Government Performance and Results Act (GPRA)

Program Assessment Rating Tool (PART)

Individuals with Disabilities Education Act (IDEA)
August 2009
Early Childhood Outcomes - Background
 How Office of Special Education (OSEP) responded

Required states to submit outcome data in their Annual
Performance Report (APR)

Funded the Early Childhood Outcomes (ECO) Center to do
research, make recommendations, and assist states
 OSEP Reporting Requirements: The Outcomes

Positive social emotional skills (including positive social
relationships)

Acquisition and use of knowledge and skills (including early
language/ communication [and early literacy])
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Use of appropriate behaviors to meet their needs
August 2009
Early Childhood Outcomes - Background
 Illinois - why we chose the ECO process
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Compatible with recommended practices in early childhood
assessment (NAEYC, DEC)

Combines different types of data, so that test scores are interpreted as
part of a broader assessment system

Does not put undue weight on standardized assessments
Uses multiple data sources, including observations or ratings by
parents and teachers, that emphasize functioning in everyday routines
and contexts - authentic assessment

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Existing data sources can be used as long as they include technically
adequate assessments and support the decisions to be made

Designed to meet state and federal requirements for
information needed for Annual Performance Report
(APR)
August 2009
New Early Childhood Outcomes Rating Form
1 Page Document
August 2009
New Early Childhood Outcomes Rating Form
6 Page Document Revision
August 2009
Decision Tree Updated
August 2009
Early Childhood Outcomes
SIS OVERVIEW
August 2009
New ECOS data elements in SIS
 Primary assessment tools

AEPS, Carolina, COR, CC Assessment, HELP, IGDI, TPBA, Work Sampling

For exit scores regarding children with speech only IEPs, no primary
assessment is required, please choose code “09”
 Children must be assessed with an age appropriate,
authentic measure on an ongoing basis (Other
assessments will be utilized to support the ratings but
one of the assessments must be the primary
assessment)
August 2009
New ECOS data elements in SIS
• Parent involvement in the rating – Parents should be involved in the
rating process. Parent input should be taken into consideration for the
rating
• Team members – the rating process is a team process involving two or
more individuals who know and/or have information on the child’s
development
SIS Overview
 What is the criteria that determines when Early
Childhood Outcomes data needs to be reported?

Pre-K
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IEP
 Early Childhood Outcomes
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Online
Batch
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
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Text (Comma Delimited)
Excel Spreadsheet converted into a Comma-separated Value, CSV format
Note: An ELL Excel template and tip sheet are available on the SIS website
– www.isbe.net/sis
XML
Early Childhood Outcomes SIS–
Requesting a File
 How do I request my District’s Early Childhood
Outcomes file?
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Login to ISBE SIS via IWAS
Click the Request File link on the ISBE SIS Home Page
Select Early Childhood Outcomes from the drop down
The Early Childhood Outcomes file will be available for
download via the ISBE SIS Download File link
A user may only place one request for each file type within
a one hour time frame
Districts Next Steps
 Review District Early Childhood Outcome Process
 Review the IL Child Outcomes Summary Form
 Review Early Childhood Outcomes reports
(Summary & Detail)
 Submit Early Childhood Outcomes data - online
 Request an Early Childhood Outcomes File
 Submit Early Childhood Outcomes Batch File
August 2009
Early Childhood Outcomes –
Transition from IWAS to SIS
 Beginning August 1, 2009, all Early Childhood Special Education Outcomes
data will be required to be submitted via SIS.
 Beginning with School Year 2010 (2009-2010), SIS will prohibit Early
Childhood students who have had IEPs from being promoted to Kindergarten if
Early Childhood Outcomes exit ratings are not provided.
 Beginning with School Year 2012 (2011-2012), SIS will prohibit Early
Childhood students who have had IEPs from being promoted to Kindergarten if
Early Childhood Outcomes entry and exit ratings are not provided.
 For children who are exited from Early Childhood Special Education services
with less than 6 months of service, the districts may use the entry ratings as the
child’s exit rating.
August 2009
16
March 2009
District Student Outcomes
Reporting using ECOS Ratings
NSSED STUDENT OUTCOMES
DATA COLLECTION METHOD
EXECUTIVE AND GOVERNING BOARD
PRESENTATION JULY 2009
August 2009
NSSED Student Outcomes Vision
 NSSED Cabinet and Program Administrators
identify the need for a vision for student outcomes
 Various vision models reviewed by leadership and
stakeholders
 Model for vision parallels the State of Illinois Early
Childhood Outcomes Model
Program Differentiation
 Early Childhood Program, Educational Life Skills
Program and North Shore Academy all have very
diverse student populations
 No common assessment metric (technically
adequate) for student outcomes could be identified
 History of IEP Goal Attainment used for student
outcomes
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Data management concerns
Reliability concerns
NSSED Student Outcomes Vision
NSSED helps students become successful, happy adults in home, school, work, and
community by providing programs and services that ensure students:
a) acquire/use knowledge and skills, b) interact well with others and have friends, c) take
appropriate action to meet their needs, d) care about and contribute to society, and e)
take actions to maintain health and wellness.
NSSED is committed to collecting student outcome data in the following areas:
Acquire/use
knowledge and
skills
Interact well
with others and
have friends
Take
appropriate
action to meet
their needs
Care about and
contribute to
society
Take actions
to maintain
health and
wellness
Examples:
 Communication
 Academics
 Functional living
 Problem-solving
 Vocation
 Technology
Examples:
 Communication
 Social Skills
 Cooperation
 Respect
 Conflict
resolution
Examples:
 Communication
 Self-awareness
 Goal-setting
 Problem-solving
 Self-advocacy
Examples:
 Citizenship
 Respect
 Responsibility
 Trustworthiness
 Fairness
Examples:
 Self-care
 Nutrition
 Exercise
 Stressmanagement
Acquire/use
knowledge
and skills
ECP
Interact well
with others
and have
friends
Take
appropriate
action to meet
their needs
Care about
and
contribute to
society
Take actions to
maintain health
and wellness
•ISBE state
outcomes
• ISBE state
outcomes
• ISBE state
outcomes
• Creative
Curriculum data
• Creative Curriculum
data
• Creative
Curriculum data
• Creative
Curriculum data
• Creative Curriculum
data
• Anecdotal
information
• Attendance records
• Medical plans
ELS
•Classroom
Example
•Classroom
Example
•Classroom Example
• IEP outcomes
study
• IEP outcomes
study
• IEP outcomes study
• LRE data
• Literacy
Development
Tracking
• Anecdotal information
• Anecdotal
information
• IEP outcomes study
•Attendance records
• IEP student
participation
• Anecdotal information
•Student Example
NSA
• Measures of
Academic Progress
(MAP)
• Curriculum-Based
Measurement
(CBM)
• Student Examples
• IEP goal progress
• Point sheet data
• Vocational
evaluations
• LRE movement
data
• Physical restraint
data
• Transition program
data
• Participation in
service learning
projects
• Substance abuse
programming
attendance
• Transition
planning
• Incidence reports
• Anecdotal
information
• SMART participation
rates
• Anecdotal information
Acquire/use
knowledge
and skills
ECP
ELS
Interact well
with others
and have
friends
Care about
and
contribute to
society
Take actions to
maintain health
and wellness
•ISBE state
outcomes
• ISBE state
outcomes
• ISBE state
outcomes
• ISBE state
outcomes
• Creative Curriculum
data
• Creative Curriculum
data
• Creative
Curriculum data
• Creative Curriculum
data
• Creative
Curriculum data
• Attendance records
•Classroom Example
• Classroom
Example
• IEP goal progress
• IEP goal progress
• IEP goal progress
• Literacy
Development
Tracking
• Post-School
Outcome Survey
• IEP student
participation
•Program Example
•Post-School
Outcome Survey
NSA
Take
appropriate
action to meet
their needs
• Anecdotal
information
•Post School
Outcome Survey
•Post School
Outcome Survey
• IEP outcomes study
•Attendance records
• Anecdotal information
•Post School Outcome
Survey
• Measures of
Academic Progress
(MAP)
• Point sheet data
• Curriculum-Based
Measurement (CBM)
•Student Example
• Post School
Outcome Survey
• Anecdotal information
•Post School
Outcome Survey
• LRE movement data
• Physical restraint
trend data
• Transition plan
progress
•Post School
Outcome Survey
• Participation in
service learning
projects
• Substance abuse
programming
attendance
• Transition
planning
• Incidence reports
• Anecdotal
information
•Post School
Outcome Survey
• SMART participation
rates
• Post School Outcome
Survey
2008-2009 Early Childhood Outcomes
Teams Process for Exit Ratings
 Knowledge of typical child development
 Regular monitoring of child progress (e.g., Creative
Curriculum.net®, IGDI’s)
 Multiple sources of information
 A structure for coming to team consensus


A clear team process
A matrix of sources of information related to required child
outcome areas
2008-2009 Early Childhood Outcomes
Data Collection Method
 Developed an Excel spread sheet to collect data from
Exiting Students’ Ratings for Early Childhood
Outcomes
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Program Code
Entry Overall Rating
Entry Indicator Rating
Exit Overall Rating
Exit Outcome Indicator
Exit Code Growth
Years in Program
ISBE State Outcomes
2%
Social Emotional Development Summary
When Exiting Early Childhood
Achieved Typical Development
45%
53%
Made Progress Toward Typical
Development
Did Not Make Progress
ISBE State Outcomes
Percentage of Students
Social Emotional Development Summary
When Exiting - Detailed by Program
100
90
80
70
60
50
40
30
20
10
0
75
Half-Day
56
25
Full-Day
22
13
2
0
No Change
0
5
0
Made progress Made progress Began below age Maintained age
but did not
and improved appropriate, now appropriate
improve rating rating but did age appropriate
rating
not achieve
typical
development
Creative Curriculum
Curriculum Objective 10:
Plays Well With Other Children
F1
F2
F3
Step I
Step II
Step III
Takes an
interest in
other
children
at play.
Plays
comfortably
alongside
another
child.
Imitates what
other children
are doing,
interacting
occasionally
Works/plays
cooperativel
y with one
other child.
Successfully
enters a group
and plays
cooperatively
Maintains an
ongoing
friendship
with at least
one other
child.
(e.g.,
watches
other
children
play with
toys)
(e.g., plays
(e.g., dumps
puzzle and
turns over
pieces, after
watching peer
do so)
(e.g., draws
(e.g., plans with
peers what they
will needs to set
up a class
restaurant)
(e.g., says,
“We’re friends
again, right?”
after working
through a
conflict”)
with blocks
near other
children)
or paints
beside peer,
making
occasional
comments)
Creative Curriculum
Average Number of Students
Students Per Developmental Level:
Interact Well With Others and Have Friends
Fall
70.0
Spring
60.0
50.8
47.0
50.0
38.5
40.0
33.0
29.8
30.0
20.0
10.0
37.3
17.3
15.3
3.3 2.0
8.5
7.0
0.0
F1
F2
F3
Step I
Step II
Step III
Utilization of Data to Inform
Instruction
ENTRANCE DATA
IN-DEPTH DATA ANALYSIS
Entrance Data Utilization
 Provide educational teams entrance data on new
students in all three Child Outcome Areas
 Data Day

Two times a year each team meets to review current data
Teacher
 SLP, OT, PT
 Intervention Specialist, Program Supervisor, Program Administrator



Data to inform instruction
Data sources
Early Childhood Outcome data
 Creative Curriculum.net data
 IGDI’s

In-depth Data Analysis
 Collect sub-area data using Excel
 Administratively review cumulative data on student
growth in each sub-area
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Identify areas where students showed lack of growth or regression
Look at the impact of time in program on growth in each area
Look at the difference in growth between different types of
programming
 Prepare presentation for the School Boards on NSSED
Student Outcome “Care about and contribute to
society”
Embedding Outcomes Rating Information
into Evaluation Reports
 Organize Evaluation Report Headers to Match the
Early Childhood Outcome Areas

Social-Emotional Development (Child Outcome Area #1Positive Social Relationships)

Cognitive/Pre-academics (Child Outcome Area #2 – Acquire
and Use Knowledge and Skills)

Adaptive Development/Functional Skills (Child Outcome Area
#3 – Take Appropriate Action to Meet Own Needs)
August 2009
Embedding Outcomes Rating Information
into Evaluation Reports
 Include A Summary Statement of Suggested ECO Ratings
It is suggested the IEP team consider the following ratings to describe
Amy’s current developmental skills upon entering early childhood:

Child Outcome Area #1-Positive Social Relationships – Amy uses
age-appropriate skills some of the time across settings and
situations. There is a mix of appropriate behaviors and skills. (Rating
= 5)

Child Outcome Area #2 – Acquire and Use Knowledge and Skills –
Amy displays skills within this area that are age appropriate. Due to
social-emotional and speech delays, there continues to be concerns
in this area. (Rating = 6)
August 2009
ISBE ECOS Update
FEB 2009 SPP/APR
FEB 2010 SPP/APR
5 REPORTING CATEGORIES
SUMMARY STATEMENTS
SCHOOL REPORT CARD
August 2009
Feb 2009 SPP/APR
 2nd time we reported progress data
 Children who entered 05-06, 06-07, or 07-08 and
exited 07-08 that had entry and exit data collected
and have been in the program for at least 6 months
 Reported on the 5 categories across the 3 outcomes
area
August 2009
Feb 2010 SPP/APR
 3rd time to report progress data
 Children who entered 05-06, 06-07, 07-08, or 08-09
and exited 08-09 that have entry and exit data
collected and have been in the program for at least 6
months.
 Report on the 5 categories across 3 outcomes areas
 This will be considered baseline data
August 2009
Feb 2010 SPP/APR
 Using data from the 5 reporting categories calculate
2 summary statements for the 3 outcome areas
 Establish targets on the summary statements
August 2009
5 Reporting Categories
 a. Did not improve functioning
 b. Improved functioning but not enough to move
closer to same-aged peers
 c. Improved functioning to a level nearer to sameaged 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
August 2009
Summary Statements
 Statement 1.
Of those children who entered the program below
age expectations in the outcome, the percentage who
substantially increased their rate of growth by the
time they exited (c+d)/(a+b+c+d)
August 2009
Summary Statements
 Statement 2.
The percentage of children who are functioning
within age expectations by the end of the program
(d+e)
August 2009
School Report Card
 2008-2009 – EC Outcomes data will not be included
in school report cards
 2009-2010 – EC Outcomes data will be included in
school report cards
August 2009