Transcript An Overview of the Outcomes, OSEP Categories and Developmental Trajectories

Preschool children with IEPs
demonstrate improved:
Positive social-emotional skills
Acquisition and use of knowledge and skills
Use of appropriate behaviors to meet their needs
State Advisory Panel for Exceptional Children
November 12, 2009
January 14, 2010
CHILD OUTCOMES
BASELINE AND TARGETS FOR INDICATOR 7 ON
THE STATE PERFORMANCE PLAN
Outcomes
•
•
•
•
Accountability framework
Partnership project
OSEP categories – a review
Summary statements and calculations
– Local reports
• Data errors
• Program evaluation analysis
• Baseline/targets
Where does this performance measure fit in the big picture?
ACCOUNTABILITY
Accountability Framework
Early Childhood
Child and Family
Outcome Measures
Aligned with P-12
Content Standards
Program Capacity
Measures
Curriculum-Embedded
Performance Measures
Accountability Framework
Early Childhood
Child and Family
Outcome Measures
Literacy: GGG and KRA-L
Early Childhood Outcomes Summary
Parent Survey
Health and Developmental Screenings
Aligned with P-12
Content Standards
Program Capacity
Measures
ELLCO: Early Language and Literacy
Classroom Observation
ELLRT: Early Language and Literacy
Reflection Tool
Self-Assessment Tools
Curriculum-Embedded
Performance Measures
Tools for Alignment to the Early Learning
Content Standards
IEP Outcomes
Child Outcomes
• Preschool children with IEPs
demonstrate improved:
– Positive social-emotional skills
– Acquisition and use of knowledge and
skills
– Use of appropriate
behaviors to meet
their needs
Early Childhood
Outcomes Center
• OSEP-funded technical assistance project
• Developed three summary measures
• Developed summary form for reporting
– 38 out of 59 states/territories using this form
• Developed crosswalk translating entry/exit scores
to OSEP categories
• Developed summary statements reported in
Annual Performance Report (APR)
• Analyzes all APRs submitted annually and
provides summary report
Early Childhood
Outcomes Center
• Ohio one of seven partner states (competitive
application) to develop accountability framework
for this indicator
• ECO Center – specific work with Ohio
– Analysis of outcomes data
– Professional development on data accuracy and quality
– Measurement scale appropriate for use across public
preschool and special education
– Recommendations for data collection
The Basics of Quality Data
and Target Setting
Early Childhood Outcomes (ECO) Center
National Early Childhood Technical
Assistance Center (NECTAC)
Workshop 1: December 5, 2009
Goal of Early Intervention/Early
Childhood Special Education
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.
Early Childhood Outcomes Center,
http://www.fpg.unc.edu/~eco/pdfs/eco_outcomes_4-13-05.pdf
Child Outcomes
Outcome 1: Positive social emotional
skills (including positive social
relationships)
The intended meaning:
Using social/emotional, language,
cognitive (etc.) skills to have
positive social relationships
Early Childhood Outcomes Center
Child Outcomes
Outcome 2: Acquisition and use of
knowledge and skills (including early
language/ communication [and early
literacy])
The intended meaning:
Using cognitive, language (etc.)
skills to reason, problem solve and
understand their physical and social
worlds
Early Childhood Outcomes Center
Child Outcomes
Outcome 3: Use of appropriate
behaviors to meet their needs
The intended meaning:
Using motor, language, social,
cognitive (etc.) skills to successfully
take care of themselves and their
needs
Early Childhood Outcomes Center
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 level nearer to same-aged
peers but did not reach it
d. Improved functioning to reach level comparable to
same-aged peers
e. Maintained functioning at level comparable to sameaged peers
Early Childhood Outcomes Center
Key Concepts Related to
Progress Categories
• Progress categories
require two data points
for each child
• Based on growth
trajectories
• Compare child to himself
or herself over time
• Compares each child to
age expectations
Early Childhood Outcomes Center
F
U
N
C
T
I
O
N
I
N
G
The “a” Category
a. Percent of Part C/preschool children
who did not improve functioning
– Children who acquired no new skills or
regressed during their time in the
program
– Didn’t gain or use even one new skill
Children with degenerative
conditions/ significant disabilities
Early Childhood Outcomes Center
Entry
Exit
Entry
Exit
The “b” Category
b. Percent of Part C/preschool children who
improved functioning but not sufficient to
move nearer to functioning comparable to
same-aged peers
– Children who acquired new skills but continued
to grow at same rate throughout their time in
program
– Gained and used new skills but did not
increase their rate of growth or change their
growth trajectories while in services
Early Childhood Outcomes Center
Entry
Exit
Entry
Exit
Entry
Exit
The “c” Category
c. Percent of Part C/preschool children who
improved functioning to level nearer to
same-aged peers but did not reach it
– Children who acquired new skills but accelerated
their rate of growth during their time in program
– Made progress toward catching up with same
aged peers but were still functioning below age
expectations when they left program
– Changed growth trajectories – “narrowed the gap”
Early Childhood Outcomes Center
Entry
Exit
The “d” Category
d. Percent of preschool children who
improved functioning to reach level
comparable to same-aged peers
– Children who were functioning below age
expectations when they entered program but
were functioning at age expectations when
they left
– Started out below age expectations, but caught
up while in services
Early Childhood Outcomes Center
Entry
Exit
The “e” Category
e. Percent of Part C/preschool children who
maintained functioning at level comparable
to same-aged peers
– Children who were functioning at age
expectations when they entered program
and were functioning at age expectations
when they left
– Entered program at age expectations and
were still up with age expectations at exit
Early Childhood Outcomes Center
Entry
Exit
Entry
Exit
Summary Statement Data
Required Summary Statement 1:
Of those children who entered or exited program
below age expectations in each Outcome,
percent who substantially increased their rate of
growth by time they exited program.
Required Summary Statement 2:
Percent of children who were functioning within
age expectations in each Outcome by time they
exited program.
Early Childhood Outcomes Center
Summary Statement 1
Prog
cat
#
%
a
b
c
d
e
17
2
106
14
67
9
169
22
425
54
359 (a, b, c and d) or 46
percent of children
entered or exited
program functioning
below age expectations
425 (e) or 54 percent of
children entered and exited
functioning at age
expectations
Percent of Children Who Made
Greater than Expected Progress
Prog
cat
#
%
a
b
c
d
e
17
2
106
14
67
169
9
22
425
54
236 (c and d) of 359
(a, b, c, and d)
changed growth
trajectories (made
greater than expected
progress)
236 = 66%
359
Percent Who Exited at
Age Expectations
Prog
cat
#
%
a
b
c
d
e
17
2
106
14
67
169
9
22
425
54
total
784
22 percent of children
reached age
expectations by exit and
54 percent of children
entered and exited at
age expectations
169 + 425 = 76%
784
Data, Evidence, Results
• Usually they are what they are
• Not debatable
Inference, Interpretation
• But what do data mean?
• Good news? Bad news?
• Debatable – even reasonable people
can reach different conclusions
• May be question of data quality
• To reach an inference, sometimes
analyze data in other ways (ask for
more evidence)
Action
• Given interpretation of evidence, what
should be done?
• Recommendations or action steps
• Action can be debatable – and often is
• Again, sometimes action is to improve
quality of data
Illustration of Five Possible Developmental Trajectories
(e.g, OSEP Reporting Categories)
70
60
Score
50
40
30
20
10
0
1
6
11
16
21
26
31
36
41
46
51
56
Age in Months
Maintained functioning comparable to age peers
Achieved functioning comparable to age peers
Moved nearer functioning comparable to age peers
Made progress; no change in trajectory
Did not make progress
Indicator 7: Early Childhood Outcomes
SAPEC November 2009 Baseline and Targets – Re-Analysis
Re-analysis of data changes baseline and proposed new targets. Revised information for SAPEC consideration and approval during
January 2010 meeting. This data in February 2010 APR.
Baseline
Target
FFY
2009
Target
FFY 2010
64.7%
65%
66%
47.4%
48%
49%
Of those children who entered program below age expectations in Outcome 2,
percent who substantially increased their rate of growth by time they turned 6
years of age or exited program
65.9%
67%
68%
Percent of children who were functioning within age expectations in Outcome 2
by time they turned 6 years of age or exited program
45.7%
45%
47%
Of those children who entered the program below age expectations in Outcome
3, percent who substantially increased their rate of growth by time they turned 6
years of age or exited program
66.94%
65%
67%
Percent of children who were functioning within age expectations in Outcome 3
by time they turned 6 years of age or exited program
59.24%
58%
60%
Summary Statements
(% of children)
Positive Social-Emotional Skills
Of those children who entered program below age expectations in Outcome 1,
percent who substantially increased their rate of growth by time they turned 6
years of age or exited program
Percent of children functioning within age expectations in Outcome 1 by time
they turned 6 years of age or exited program
Acquisition and Use of knowledge and skills
Use of appropriate behaviors to meet needs.
Indicator 7: Preschool Child Outcomes
(Performance Measure)
100%
4%
90%
12%
2%
3%
25%
23%
4%
15%
2%
3%
4%
13%
21%
25%
80%
2%
2%
20%
20%
16%
20%
18%
22%
70%
27%
24%
27%
26%
60%
28%
a
36%
50%
27%
40%
b
22%
23%
d
27%
23%
23%
23%
e
24%
30%
20%
39%
35%
27%
25%
27%
1
2
2008-2009
Natl 07-08
26%
1
Natl 07-08
Outcome
1
1
2007-2008
Outcome
2
2
2007-2008
40%
37%
22%
10%
0%
c
2
3
2008-2009
Natl 07-08
Outcome
3
3
2007-2008
3
2008-2009
Outcome 1: Positive Social Emotional Skills
4%
3%
2%
23%
25%
24%
25%
100%
12%
90%
80%
22%
70%
60%
a
b
27%
50%
c
d
23%
40%
23%
30%
35%
20%
27%
25%
10%
0%
1
1
1
Natl 07-08
2007-2008
2008-2009
e
Outcome 2: Knowledge and Skills
100%
90%
4%
3%
2%
15%
21%
25%
80%
27%
70%
27%
28%
60%
a
b
c
50%
d
27%
26%
40%
24%
30%
20%
27%
26%
22%
10%
0%
2
2
2
Natl 07-08
2007-2008
2008-2009
e
Appropriate Behaviors to Meet Needs
4%
100%
13%
90%
2%
2%
20%
20%
16%
20%
18%
80%
70%
a
60%
36%
b
22%
23%
50%
c
d
e
40%
30%
40%
39%
20%
37%
10%
0%
3
3
3
Natl 07-08
2007-2008
2008-2009