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Orientation for New Staff. Lynne Kahn Kathy Hebbeler The Early Childhood Outcomes (ECO) Center. September 2011. What We Will Cover. Why measure child and family outcomes? Family Indicator C4 Indicators C3 and B7 The three child outcomes The 5 progress categories - PowerPoint PPT Presentation
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Orientation for New Staff
Lynne KahnKathy Hebbeler
The Early Childhood Outcomes (ECO) Center
Early Childhood Outcomes Center
September 2011
Early Childhood Outcomes Center
What We Will Cover
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
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Why are state early intervention and preschool special education agencies collecting data on child and family outcomes?
Why Collect Outcome Data?
Early Childhood Outcomes Center 3
Why?
• 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
Early Childhood Outcomes Center 4
Federal Forces Proving Impetus for Data on Child Outcomes
• Government Performance and Results Act
(GPRA)
• Program Assessment Rating Tool (PART)
• Individuals with Disabilities Education Act (IDEA)
Early Childhood Outcomes Center 5
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;
Early Childhood Outcomes Center 6
Family Indicator: C4
Early Childhood Outcomes Center 7
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 Center8
APR Requirements for Part B, Section 619 Preschool Programs
• 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 separately from Part B
Early Childhood Outcomes Center 9
State Approaches for Family Indicator
• ECO Family Outcomes Survey, Items 16-18 (25 states)
• NCSEAM Impact on Family Scale (24 states)
• State Survey (6 states)
Early Childhood Outcomes Center 10
Comparison of the ECO and NCSEAM instruments in relation to content
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
Early Childhood Outcomes Center 11
Challenges Related to Family Surveys
• Need to increase the response rates• Determining and increasing the
representativeness of the data• Interpreting the data to improve outcomes
for families
Early Childhood Outcomes Center 12
OSEP Reporting Requirements: Child Outcomes
Early Childhood Outcomes Center 13
Early Childhood Outcomes Center
Goal of Early Intervention and 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.”
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(from Early Childhood Outcomes Center,http://www.fpg.unc.edu/~eco/pdfs/eco_outcomes_4-13-05.pdf)
15Early Childhood Outcomes Center
Understanding the Three Child Outcomes
Early Childhood Outcomes Center
Three Child Outcomes
• 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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Early Childhood Outcomes Center
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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18Early Childhood Outcomes Center
Functional Outcomes are NOT
• 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
*Goes up and down stairs with one foot on each stair *Stacks 3 blocks
Early Childhood Outcomes Center
Functional Outcomes
• 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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Early Childhood Outcomes Center
Thinking Functionally
• 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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Early Childhood Outcomes Center
Children Have Positive Social Relationships
• Involves:– Relating with adults– Relating with other children– For older children, following rules related to
groups or interacting with others• Includes areas like:
– Attachment/separation/autonomy– Expressing emotions and feelings– Learning rules and expectations– Social interactions and play
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Early Childhood Outcomes Center
Children Acquire and Use Knowledge and Skills
• Involves:– Thinking– Reasoning– Remembering– Problem solving– Using symbols and language– Understanding physical and social worlds
• Includes:– Early concepts—symbols, pictures, numbers, classification,
spatial relationships– Imitation– Object permanence– Expressive and receptive language and communication– Early literacy
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Early Childhood Outcomes Center
Children Take Appropriate Action to Meet Their Needs
• Involves:– 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:
– 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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Early Childhood Outcomes Center
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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Early Childhood Outcomes Center
Outcomes Reflect Global Functioning
• Each outcome is a snapshot of: – The whole child– Status of the child’s current functioning– Functioning across settings and situations
• Rather than:– Skill by skill– In one standardized way– Split by domains
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Early Childhood Outcomes Center
OSEP Reporting CategoriesPercentage of children who:
a.Did not improve functioningb. 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 numbers26
Early Childhood Outcomes Center
Helping Children Move Toward Age-Expected Functioning
• 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, EI and ECSE are trying to move children closer to age expected behavior
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Early Childhood Outcomes Center
Functioning
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Early Childhood Outcomes Center
Entry
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Early Childhood Outcomes Center
Entry Exit
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Early Childhood Outcomes Center
Entry Exit
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Early Childhood Outcomes Center
Key Point
• 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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Early Childhood Outcomes Center
Understanding the reporting categories a - e
e. % of children who maintain functioning at a level comparable to same-aged peers
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Early Childhood Outcomes Center
Entry Exit
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Early Childhood Outcomes Center
Entry Exit
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Early Childhood Outcomes Center
d. % of children who improve functioning to reach a level comparable to same-aged peers
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Early Childhood Outcomes Center
Entry Exit
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Early Childhood Outcomes Center
c. % of children who improved functioning to a level nearer to same aged peers, but did not reach it
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Early Childhood Outcomes Center
Entry Exit
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Early Childhood Outcomes Center
Entry Exit
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Early Childhood Outcomes Center
b. % of children who improved functioning, but not sufficient to move nearer to same aged peers
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Early Childhood Outcomes Center
Entry Exit
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Early Childhood Outcomes Center
Entry Exit
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Early Childhood Outcomes Center
Entry Exit
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Early Childhood Outcomes Center
a. % of children who did not improve functioning
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Early Childhood Outcomes Center
Entry Exit
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Early Childhood Outcomes Center
Entry 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/(a+b+c+d+e)
Early Childhood Outcomes Center 49
The concepts are easier than the words or the formulas
• 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?
Early Childhood Outcomes Center 50
Approach Part C (56 states/jurisdictions)
Preschool(59 states/jurisdictions)
COS 7 pt. scale 41/56 (73%) 37/59 (63%)
One tool statewide 7/56 (13%) 9/59 (15%)
Publishers’ online analysis
3/56 (5%) 6/59 (10%)
Other 5/56 (9%) 7/59 (12%)
State Approaches to Measuring Child Outcomes - 2011
Early Childhood Outcomes Center
52Early Childhood Outcomes Center
All approaches have challenges
Approach Challenges
One tool statewide
Defining age expectations Determining cutoffs for
enough progress to be considered a change in growth trajectory
53Early Childhood Outcomes Center
All approaches have challenges
Approach Challenges
Publishers’ analysis of on-line assessment tools
Aligning assessment tool items with the 3 outcomes
Programming the analysis to be comparable to other measurement approaches
54Early Childhood Outcomes Center
All approaches have challenges
Approach ChallengesChild Outcome Summary Form
Getting consistency of interpretation and use
Requires understanding of child development
Early Childhood Outcomes Center
Themes of Agenda Sessions
• Quality Assurance• Training and TA – state strategies and
resources• Collaboration
– Across Early Care and Education • Understanding and communicating
outcomes data at the local and family level
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Early Childhood Outcomes Center
Themes of Agenda Sessions
• Using data for program improvement• Effective practices to improve outcomes• Sustaining change• Family outcomes
– Using data for improving family services and supports
– Return rates and representative data
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Questions or comments?
Early Childhood Outcomes Center 57
www.the-eco-center.org