Illinois Illinois October, 2008 October, 2008 Early Childhood Outcomes: Early Childhood Outcomes: Using Data for Program Using Data for Program Improvement Improvement Kathy Hebbeler Kathy Hebbeler ECO at SRI International ECO at SRI International bin Rooney and Christina Kasprzak bin Rooney and Christina Kasprzak ECO at Frank Porter Graham Institute ECO at Frank Porter Graham Institute
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Illinois October, 2008 Early Childhood Outcomes: Using Data for Program Improvement Kathy Hebbeler ECO at SRI International Robin Rooney and Christina.
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IllinoisIllinoisOctober, 2008October, 2008
Early Childhood Outcomes: Early Childhood Outcomes: Using Data for Program Using Data for Program
Improvement Improvement
Kathy HebbelerKathy HebbelerECO at SRI InternationalECO at SRI International
Robin Rooney and Christina KasprzakRobin Rooney and Christina KasprzakECO at Frank Porter Graham InstituteECO at Frank Porter Graham Institute
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 2
Objectives Objectives
Understand the purposes of the child outcomes data collection
Be familiar with key considerations related to accurately completing the Child Outcomes Summary Form
Be able to evaluate child outcomes data for accuracy as part of supervision
Understand the use of child outcomes data for program improvement, including for instruction, resource allocation, and professional development
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 3
Why are we doing this?
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 4
Keeping our eye on the prize:
High quality services for children and
families that will lead to good outcomes.
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 5
Goal of early childhood Goal of early childhood special educationspecial 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.”
(from Early Childhood Outcomes Center,http://www.fpg.unc.edu/~eco/pdfs/eco_outcomes_4-13-05.pdf)
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High Quality Data on OutcomesHigh Quality Data on Outcomes
Data are a piece of a system that helps to achieve overarching goals for children and families
Data yield Evidence that allows you to make an
inference that should lead to specific actions to improve the system.
Prof’l Development•Preservice•Inservice
System for Producing Good Child and System for Producing Good Child and Family OutcomesFamily Outcomes
Good Federal policies and programs
Good State policies and programs
High quality services and supports for children 0-5 and their families
Good outcomes for children and families
Good Local policies and programs
Adequate funding
Strong Leadership
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The Vision: Using Data as a Tool for The Vision: Using Data as a Tool for Program ImprovementProgram Improvement
Illinois will have quality data available on an ongoing basis about multiple components of the system Outcomes for children and families Programs and services provided Personnel (types, qualifications, etc.) Etc.
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Driving Force for Data on Child Goals Driving Force for Data on Child Goals Comes from the Federal LevelComes from the Federal Level
Government Performance and Government Performance and Results Act (GPRA)Results Act (GPRA)
Program Assessment Rating Tool Program Assessment Rating Tool (PART)(PART)
Individuals with Disabilities Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)
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Requires goals and indicators be
established for IDEA Indicators and data collection further
along for school age population than
for EC Previously, for early childhood data
had been collected on:
• Number of children served
• Settings
Government Performance and Results Government Performance and Results Act (GPRA) passed in 1993Act (GPRA) passed in 1993
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130 programs examined in 2002; 50%
programs had no performance data
Programs looking at inputs, not results
Part C and Section 619
No long-term child outcome goals or data
Need to develop a strategy to collect
annual performance data in a timely
manner
PART evaluation results (2002)PART evaluation results (2002)
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Federal Funding for Preschool Federal Funding for Preschool Special EducationSpecial Education
Total U.S. Illinois
2004 $387,699,000 $17,943,956
2005 $381,385,691 $17,812,936
2006 $380,751,030 $17,650,453
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Early Childhood Outcomes CenterEarly Childhood Outcomes Center 16
SEC. 616. <<NOTE: 20 USC 1416.>> MONITORING, TECHNICAL ASSISTANCE, AND ENFORCEMENT. ``(a) 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;
Individuals with Disabilities Education ActIndividuals with Disabilities Education Act
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How Office of Special Education How Office of Special Education (OSEP) responded(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
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Where are we now:
Federal reporting requirements
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OSEP Reporting Requirements: OSEP Reporting Requirements: the Outcomes the 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
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Where are we now:
State decisions and activities
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To respond to federal
reporting requirements
To have data for program
improvement and
to respond to federal reporting
requirements
Purpose
WHY? (State Version)
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To provide data to the
state
To have data for program
improvement and
to provide data to the state
Purpose
WHY? (Local Version)
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State approaches State approaches Most states have embraced outcomes
measurement and are collecting outcomes data for their own purposes.
Many states are building bigger systems than needed to produce the federal data.
Go to www.the-eco-center.org for more information about what other states are doing
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How are states collecting child How are states collecting child outcomes data? outcomes data?
Possible state approaches to collection of child data Child Outcomes Summary Form (COSF) Publisher’s online assessment system Single assessment statewide Other approaches
ApproachApproach Part C Part C
(56 states)(56 states)
PreschoolPreschool
(59 states)(59 states)
One tool One tool statewidestatewide 8/56 (14%)8/56 (14%) 13/59 (22%)13/59 (22%)
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Essential Knowledge for Completing Essential Knowledge for Completing the Child Outcomes Summary Form the Child Outcomes Summary Form
Between them, team members must:
1. Know about the child’s functioning across settings and situations
2. Understand age-expected child development
3. Understand the content of the three child outcomes
4. Know how to use the rating scale
5. Understand age expectations for child functioning within the child’s culture
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Outcomes JeopardyOutcomes Jeopardy
Pointing to the cabinet for
cereal
Reading the letter “S” on the
Stop sign
Washes hands before lunch
BitingPlays by himself in the classroom
Plays with rhyming words
Building a castle from blocks with
a friend
Problems sleeping
Sharing a cookie at lunchtime
$100
$200
$100
$300
$200
$300
$200
$100
$300
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Children have positive social Children have positive social relationshipsrelationships
Involves: Relating with adults Relating with other children For older children, following rules related to groups
or interacting with othersIncludes areas like:
Attachment/separation/autonomy Expressing emotions and feelings Learning rules and expectations Social interactions and play
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Children acquire and use knowledge Children acquire and use knowledge and skills and skills Involves
Thinking Reasoning Remembering Problem solving Using symbols and language Understanding physical and social worlds
Includes: Early concepts—symbols, pictures, numbers Imitation Object permanence Expressive language and communication Early literacy
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Children take appropriate action to meet Children take appropriate action to meet their needstheir 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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Essential Knowledge for Completing Essential Knowledge for Completing the Child Outcomes Summary Form the Child Outcomes Summary Form
Between them, team members must:
1. Know about the child’s functioning across settings and situations
2. Understand age-expected child development
3. Understand the content of the three child outcomes
4. Know how to use the rating scale
5. Understand age expectations for child functioning within the child’s culture
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The two COSF questionsThe two COSF questions
a. To what extent does this child show age-appropriate functioning, across a variety of settings and situations, on this outcome? (Rating: 1-7)
b. Has the child shown any new skills or behaviors related to [this outcome] since the last outcomes summary? (Yes-No)
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7 – Completely7 – Completely
The child shows behaviors and skills expected in all or almost all everyday situations that are part of the child’s life Home, store, park, child care, with
strangers, etc. The child’s functioning is considered
appropriate for his/her age No one has significant concerns about the
child’s functioning in this outcome area
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6 – Between completely 6 – Between completely and somewhatand somewhat
The child’s functioning generally is considered appropriate for his or her age
but there are some significant concerns about the child’s functioning
in this outcome area
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5 – Somewhat5 – Somewhat
The child shows functioning expected for his/her age some of the time and/or in some situations
The child’s functioning is a mix of age-appropriate and not appropriate functioning
The child’s functioning might be described as like that of a slightly younger child
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4 – Between a 5 and a 34 – Between a 5 and a 3
Child shows some age appropriate functioning some of the time or in some situations or settings but most of the child’s functioning would be described as not yet age appropriate.
The child’s functioning might be described as like that of a younger child
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3 – Emerging 3 – Emerging
The child does not yet show functioning expected of a child his/her age in any situation
The child’s behaviors and skills include immediate foundational skills on which to build age-appropriate functioning
The child’s functioning might be described as like that of a younger child
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2 – Between 3 and 12 – Between 3 and 1 The child does not yet show functioning
expected of a child his/her age in any situation
The child’s behaviors and skills does have some the immediate foundational skills on which to build age-appropriate functioning but these are not displayed very often
The child’s functioning might be described as like that of a younger or even much younger child
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1 – Not yet1 – Not yet The child does not yet show functioning
expected of a child his/her age in any situation
The child’s skills and behaviors also do not yet include any immediate foundational skills on which to build age-appropriate functioning
The child’s functioning might be described as like that of a much younger child
Children with 1 ratings still have skills, just not yet at an immediate foundational level
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Rating Scale JeopardyRating Scale Jeopardy
Age appropriate functioning – no
concerns
Mix of age appropriate and not
age appropriate functioning
No age appropriate functioning – not yet showing immediate foundational skills
Some age appropriate
functioning but very little
No age appropriate functioning – lots of
immediate foundational skills
Age appropriate functioning – some
concerns
Rarely shows age appropriate functioning
No age appropriate functioning – some
immediate foundational skills
Age appropriate functioning
$100
$200
$100
$300
$200
$300
$200
$100
$300
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Essential Knowledge for Completing Essential Knowledge for Completing the Child Goals Outcome Form the Child Goals Outcome Form
Between them, team members must:
1. Know about the child’s functioning across settings and situations
2. Understand age-expected child development
3. Understand the content of the three child outcomes
4. Know how to use the rating scale
5. Understand age expectations for child functioning within the child’s culture
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Point of clarificationPoint of clarification
Process is NOT about comparing groups of children – it IS about asking how close children are to being able to do what is expected at their age
Early learning guidelines Kindergarten and access to the
general curriculum
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What we are learning nationallyWhat we are learning nationally
The process of training for child outcomes data collection has uncovered other areas of significant need related to professional development.
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Providers need to know more about:Providers need to know more about:
Assessment How to gather assessment data to reflect
functioning across settings and situations, especially how to gather child functioning information from families
Understanding the results of the assessment Sharing assessment results sensitively and
honestly with families
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Providers need to know more about:Providers need to know more about:
Functional outcomes What are they? How do they differ from outcomes organized
around domains? What do they mean for how professionals from
different disciplines operate as a team? Typical child development
What are the functional expectations for children at different ages with regard to each of the 3 goal statements?
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