early childhood outcomes center orientation for new outcomes conference participants lynne kahn...
Post on 19-Dec-2015
224 views
TRANSCRIPT
Early Childhood Outcomes Center
Orientation for New Outcomes Conference
Participants
Orientation for New Outcomes Conference
Participants
Lynne KahnChristina Kasprzak
Kathy Hebbeler
The Early Childhood Outcomes (ECO) Center
Early Childhood Outcomes Center 2
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
Why are state early intervention and preschool special education agencies collecting data on child and family outcomes?
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
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)
5
Individuals with Disabilities Education Act
6
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;
Family Indicator: C4
7Early Childhood Outcomes Center
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 Center
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
Data collection instruments
ECO Family Outcomes Survey, Items 16-18 (25 states)
NCSEAM Impact on Family Scale (25 states)
State Survey (6 states)
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
12
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
OSEP Reporting Requirements:
Child Outcomes
Early Childhood Outcomes Center
Early Childhood Outcomes Center 14
Goal of Early Intervention
“…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)
Early Childhood Outcomes Center 15
Understanding the Three Child Outcomes
Early Childhood Outcomes Center 16
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
Early Childhood Outcomes Center 17
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
Early Childhood Outcomes Center 18
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 19
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
Early Childhood Outcomes Center 20
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
Early Childhood Outcomes Center 21
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
Early Childhood Outcomes Center 22
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 language and communication Early literacy
Early Childhood Outcomes Center 23
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
Early Childhood Outcomes Center 24
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
Early Childhood Outcomes Center 25
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
Early Childhood Outcomes Center 26
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 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 numbers
Early Childhood Outcomes Center 27
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, ECSE is trying to move children closer to age expected behavior
Early Childhood Outcomes Center 28
13
Functioning
Early Childhood Outcomes Center 29
Entry
14
Early Childhood Outcomes Center 30
Entry Exit
15
Early Childhood Outcomes Center 31
Entry Exit
16
Early Childhood Outcomes Center 32
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
Early Childhood Outcomes Center 33
Understanding the reporting categories a - e
e. % of children who maintain functioning at a level comparable to same-aged peers
Early Childhood Outcomes Center 34
Entry Exit
Early Childhood Outcomes Center 35
Entry Exit
Early Childhood Outcomes Center 36
d. % of children who improve functioning to reach a level comparable to same-aged peers
Early Childhood Outcomes Center 37
Entry Exit
Early Childhood Outcomes Center 38
c. % of children who improved functioning to a level nearer to same aged peers, but did not reach it
Early Childhood Outcomes Center 39
Entry Exit
Early Childhood Outcomes Center 40
Entry Exit
Early Childhood Outcomes Center 41
b. % of children who improved functioning, but not sufficient to move nearer to same aged peers
Early Childhood Outcomes Center 42
Entry Exit
Early Childhood Outcomes Center 43
Entry Exit
Early Childhood Outcomes Center 44
Entry Exit
Early Childhood Outcomes Center 45
a. % of children who did not improve functioning
Early Childhood Outcomes Center 46
Entry Exit
Early Childhood Outcomes Center 47
Entry Exit
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)
48
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
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?
50
Approach Part C (56 states)
Preschool(59 states)
7-point COSF 41 (73%) 36 (61%)
One statewide tool
7 (13%) 9(15%)
Publishers’ online analysis
3 (5%) 6 (10%)*
Other 5 (9%) 7 (12%)
State Approaches to Measuring Child Outcomes
Early Childhood Outcomes Center 52
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
Early Childhood Outcomes Center 53
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
Early Childhood Outcomes Center 54
All approaches have challenges
Approach Challenges
Child Outcome Summary Form
Getting consistency of interpretation and use
Requires understanding of child development
Early Childhood Outcomes Center 55
Themes of Agenda Sessions
Quality Assurance Training and TA – state strategies
and resources Collaboration
Part C and 619 Preschool Across Early Care and Education
Understanding and communicating outcomes data at the local and family level
Early Childhood Outcomes Center 56
Themes of Agenda Sessions
Using data for program improvement
Family outcomes Using data for improving family
services and supports Return rates and representative data
57
Questions or comments?
Early Childhood Outcomes Center