The National Picture on Child Outcomes for Early Intervention and Preschool Special Education

The National Picture on Child Outcomes for Early Intervention and Preschool Special Education

Kathy Hebbeler, ECO at SRI International

AUCD Meeting Washington, DC

December 4, 2012

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OSEP Reporting Requirements: Child Outcomes

• 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

If you want to know more, see video….Child Outcomes Step by Step

3Early Childhood Outcomes Center

www.the-eco-center.org

Child Outcomes

Step by Step

State Approaches to Outcomes Data, 2010-11

Approach Part C (N=56)

Preschool(N=59)

COS* 7 pt. scale

43/56 (77%) 36/59 (61%)

One tool statewide

7/56 (13%) 9/59 (15%)

Publishers’ online analysis

3/56 (5%) 6/59 (10%)

Other 5/56 (9%) 8/59 (14%)

*Child Outcomes Summary Rating

Child Outcomes Summary Process

• Teams use multiple sources of information about the child’s functioning across setting and situations

• 7-point scale Each point has defined criteria 7 = functioning is age appropriate

• Child functioning is rated at program entry and exit

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Method for Calculating National Estimates

1. Eliminate the states with highly suspect data from the analysis

2. States with the highest quality data weighted by child count to represent all states

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Identifying the States with Highly Questionable Data

Criteria for eliminating states:• Not reporting data on enough children• Odd patterns in the data• Review of method reported suggested the

data were of questionable quality

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Continued increase in the number of states included

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08-09 09-10 10-11

Pt. C 19 29 39

Part B Preschool 15 33 36

Number of States that Met Criteria for Inclusion in the National Analysis

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OSEP Reporting Categories

Percentage 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 itd. Improved functioning to reach a level comparable to

same-aged peerse. Maintained functioning at a level comparable to same-

aged peers

3 outcomes x 5 “measures” = 15 numbers

Illustration of 5 Possible Paths

0

10

20

30

40

50

60

70

1 6 11 16 21 26 31 36 41 46 51 56Age in Months

Sco

re

Maintained functioning comparable to age peersAchieved functioning comparable to age peersMoved nearer functioning comparable to age peersMade progress; no change in trajectoryDid not make progress

11*Based on 39 states with highest quality data

12*Based on 36 States with the highest quality data.

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)

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)13Early Childhood Outcomes Center

14*Based on 39 states with highest quality data

See table in

handout

15*Based on 36 States with the highest quality data.

Part C: Trends over Time

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Part C: Trends over Time

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Part B Preschool: Trends over Time

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Part B Preschool: Trends over Time

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%

Conclusions

• The data show good outcomes for many children who attend Part C and Part B, Preschool.

• The data quality continues to get better.• The data will be a powerful tool for

program improvement when…– The data are consistently good at the local level– States and local programs consistently use it.

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