early childhood outcomes center1 connecting the three osep family outcomes with ifsp outcomes and...

Early Childhood Outcomes CenterEarly Childhood Outcomes Center 1

Connecting the Three OSEP Family

Outcomes with IFSP Outcomes

and Local Practices

Christina Kasprzak, NECTAC/ECO

Connie Hawkins, PTAC at ECAC

July 2010

Measuring Child and Family Outcomes


Session Focus:

Using data to understand where improvements might be made

Connecting improvement activities to provider skills and practices

Practices to support improving family outcomes



Using data for improvement

Evidence

Inference

Action



Evidence

Evidence refers to the numbers, such as

“89% of families reported that EI services helped them know their rights”

The numbers are not debatable



Inference

How do you interpret the #s? What can you conclude from the #s? Does evidence mean good news?

Bad news? News we can’t interpret?

To reach an inference, sometimes we analyze data in other ways (ask for more evidence)



Action

Given the inference from the numbers, what should be done?

Recommendations or action steps

Action can be debatable – and often is

Another role for stakeholders



Program improvement:

At the state level – TA, policy

At the regional or local level – supervision, guidance

At the service level– implement high quality individualized family centered services

At the family level-



Key points

Evidence refers to the numbers and the numbers by themselves are meaningless

Inference is attached by those who read (interpret) the numbers

You have the opportunity and obligation to attach meaning



Continuous Program Improvement

Plan (vision) Program characteristics

Child and family outcomes

Implement

Check(Collect and analyze data)

ReflectAre we where we

want to be?



Tweaking the System

Plan (vision) Program characteristics

Child and family outcomes

Implement

Check(Collect and analyze data)

ReflectAre we where we

want to be?

Is there a problem?

Why is it happening?

What should be done?

Is it being done?

Is it working?



Outcome questions for program improvement, e.g.

Do outcomes vary by

Region of the state? Level of functioning at entry? Services received? Age at entry to service? Type of services received? Family outcomes? Education level of parent?



Looking at Family Outcomes by Subgroups

Local programs

Family Characteristics

Child Characteristics

Service Characteristics



Are there differences in outcomes across local programs?



Are there differences in outcomes across family characteristics?

Race/ethnicity

Family income

Primary language

Family structure



Are there differences in outcomes across family race/ethnicity?



Are there differences in outcomes across family primary language?



Are there differences in outcomes across child characteristics?

Race/ethnicity

Type of disability

Length of time in services

Etc.



Are there differences in outcomes across child type of disability?



Examples of process questions

Are ALL services high quality?

Are ALL children and families receiving ALL the services they should in a timely manner?

Are ALL families being supported in being involved in their child’s program?

What are the barriers to high quality services?



Working Assumptions

There are some high quality services and programs being provided across the state.

There are some families who are not getting the highest quality services.

If we can find ways to improve those services/programs, these families will experience better outcomes.



Action

Given the inference from the numbers, what should be done?

Develop improvement activities that are: Targeted based on data analysis Based on evidence based practices Interconnected, work together to

accomplish the desired result



Action

How can EI services help families: Knowing their rights Effectively communicating their child’s

needs Helping their child develop and learn



How are the 3 global outcomes connected to what providers and families do every day? Are families aware that EI is intended to

accomplish these outcomes? Do providers develop IFSPs that will ensure

the accomplishment of the three outcomes? Are families supported in ways that enable

their participation in IFSP development and service delivery?


I don’t know who it is, but the author of these “easy-to-assemble” instructions should be

severely punished!


Research is beginning to provide more information on how to use data to develop practices designed to support improving family outcomes

We are also learning that certain demographics such as parents of minority children and single adult households report lower outcomes ( Bailey et al., 2005)


Use data to develop a clear definition of WHO is in your program, community and state


What Do the Numbers Tell Us?

Look at Evidence and Inference

Growth Trends and Demographic Changes are also Important


Nationwide, 43% of Infants and Toddlers Receiving Part C Services are Non-White, including 13% Black and 24% Hispanic

In NC, That Number is 49% with 27% Black and 18% Hispanic Children


Also Consider:

Poverty Literacy and education Age of Parents Culture/Language Religion Education


Use Data to Understand Where Improvements Might be Needed

• Do family outcomes seem to be influenced by demographics?

• Are unique strategies and supports available based on family needs?

• Do demographics identify a “trend” or developing issue that needs to be addressed?

• Do providers have opportunities to learn new skills and practices?

• How is knowledge of effective practices for working with families including those from diverse backgrounds routinely provided to providers?


• Are disability communities, and parent organizations used as resources?

• Do families and other stakeholders have opportunities to provide program feedback and input?

• Does professional development for staff and providers include discussion of “old” definitions and stereotypes?


For Example:

Long Standing definition of “Home and Family” is centered on:

• A “single space” as the home of the child • “biological heterosexual parents” as the

responsible caregivers


Today, Researchers and Scholars Recognize the Discrepancy Between that Definition and Fact

However, Political, religious and service providing organizations continue to argue that the traditional definition of family “matters” and should be the basis for program planning


Use Your Data and Answers to Create an Improvement Plan or Revise an Existing One

Connect the activities to provider skills and practices.

The family structures in your communities and programs should also inform the development of your activities


Learn About and Implement Effective Practices for Helping Families

Know their rights Effectively communicate their child’s

needs Help their child develop and learn


Most Families Have Access to Information from MANY Sources and find “Knowledge to Action” Strategies Extremely Useful

• Knowledge funneling• Materials produced at local, state and national

levels• Strategies that include “non written access to

information” • Support to develop skills• If appropriate, show connection of information,

outcomes, and IFSP


The Transmission Approach

Knowledge emanates from an authority

is not effective in working on family

outcomes

The Transaction Approach

Cooperative interactions between

educator / service provider and parent

works


Instruction not Instructions!


Concrete Examples Videos Modeling Hand-over-hand Peer to Peer


Use Resources from Parent Centers and TA & D Network


Families are More Engaged with Programs that Respect and Collaborate with their Other Sources of Support and Information

Community organizations can serve as a “reference”

Provide information and encouragement to families and cultural mediators

Educate personnel about cultures and family strengths and challenges

Reinforce activities Provide volunteers to help support families


Technology Can be an Important Tool

Flip Video “mini” camcorder Email translation program such as

“traduce al hora” Blogs Twitter Website Internet based calendars


Leadership Activities can Provide Opportunities to Learn, Practice Skills and Reinforce Family Outcomes

• Leadership training• Boards and committees• Input and evaluation• Professional development• Parent mentors/support


Families report the importance of opportunities to network with

other families


Connect the Dots

Connect outcomes and effective strategies to the IFSP process

Families find benefit in being told about outcomes and understanding how IFSP contents and program activities and services relate to outcomes


In Surveys and Interviews Used to Prepare for this Session

33% said IFSP did not include goals that addressed my needs as a parent

33% said they did not know about family outcomes


Comments Reported Frustration With:

Lack of information in areas that could be related to outcomes including the IFSP process

Not getting information about other resources and programs – one parent suggested a “slower paced” meeting for parents to explain resources, organizations and programs.


One parent said “feeding” was not addressed even though it was the family’s top priority.

There was a suggestion to give families small amounts of information at a time. Often but not too frequently.


Starting a “virtual” parent group was suggested as a way to empower families and improve family outcomes without overwhelming families.

A parent of two young children remarked that knowing about the outcomes and using them on the IFSP might have helped her organize and prioritize her needs.


Maximize the IFSP process by clearly relating the goals and activities to specific outcomes and allowing families choices.

Support Instruction with peer and community supports and activities if needed.


Make sure the IFSP process uses a BROAD definition of family.

Build outcome related activities into the operation of your program or state initiatives.


I have gone to get myself.If I returnbefore I get back,hold me herebecause it is importantI see myselfwhen I get backbefore I get confused.


Your Job is Important to Children and Families


Exceptional Children’s Assistance Center

907 Barra Row Suites 102-103 Davidson, NC 28036

1-800-962-6817

www.ecac-parentcenter.org

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