module 5 understanding the age-expected child development, developmental trajectories and progress...

Module 5Understanding the Age-Expected

Child Development, Developmental Trajectories and

Progress

Every day, we are honored to take action that inspires the world to discover, love and nurture the greatness in all children.

Overview of Modules

Kids' Potential, Our Purpose

• Module 1: Setting the Stage: Global Child Outcomes and the SFP• Module 2: Learning More About the SFP and COS Rating • Module 3: Essential Knowledge for Completing the SFP and COS

Rating• Module 4: Guidance for Completing the SFP and COS Rating

Within the Team Process• Module 5: Understanding Age-expected Child Development,

Developmental Trajectories, and Progress• Module 6: Using COS Data to Inform Program Improvement at all

Levels

Why collect data?

Why All This Outcomes Data?

What Happens with the Data? What Difference Does It Make?


After this module you will:

Understand how the entry and exit SFP ratings convert into progress categories used for federal reporting Describe how these progress categories relate to developmental trajectoriesUnderstand how the federal reporting categories are converted into the summary statements


Continuous program improvement


Plan (vision) Program characteristics Child and family outcomes

Implement

Check(Collect and analyze data)

ReflectAre we where we want to be?

Child Outcomes Summary Ratings

7: Completely age-expected6: Between “completely” and “somewhat”5: Somewhat age-expected4: Between “somewhat” and “nearly”3: Nearly age-expected2: Between “nearly” and “not yet”1: Not yet age-expected


Key Information for Progress Categories

The OSEP progress categories describe different types of progress children can make between program entry and exitTwo COS ratings (entry and exit), and the yes/no progress question, are needed to calculate what OSEP category describes a child’s progress


Progress Categories


a Did not improve functioningb Improved functioning, but not sufficient to move nearer

to functioning comparable to same-aged peersc 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

Developmental Trajectories


How changes in SFP data correspond to reporting categories a-e

Progress category “e”

Percent of children who maintain functioning at a level comparable to same-aged peers

Rated 6 or 7 at entry; AND

Rated 6 or 7 at exit




Progress category “d”

Percent of children who improve functioning to reach a level comparable to same-aged peers

Rated 5 or lower at entry; AND

Rated 6 or 7 at exit



Progress category “c”

Percent of children who improved functioning at a level nearer to same-aged peers, but did not reach it

Rated higher at exit than entry; AND

Rated 5 or below at exit


Progress category “b”

Percent of children who improved functioning, but not sufficient to move nearer to same-aged peers

Rated 5 or lower at entry; AND

Rated the same or lower at exit; AND

“Yes” on the progress question

OR

Rated 6 or 7 at entry; AND

Rated 5 or lower at exit; AND

“Yes” on the progress question



Progress category “a”

Percent of children who did not improve functioning

Rated lower at exit than entry; OR

Rated 1 at both entry and exit; AND

Scored “No” on the progress question (b) (questions 1b, 2b, or 3b on the rating form)

Progress Categories


a) Did not improve functioning b) Improved functioning, but not sufficient to move nearer to

functioning comparable to same-aged peersc) 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

Following the Data


7 Points on Summary Ratings Scale+

1 Yes/No Progress=

5 Progress Categoriesx

3 Child Outcomes=

15 numbers to OSEP=

2 Summary Statements

Purpose of the Summary Statements

The Summary Statements allow states to consider all the children served in early intervention in two categories:

Those that experienced an increase in their development due to receiving servicesThose that left the program at age expectations due to receiving services


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 exited the program.

2. The percent of children who were functioning within age expectations in each Outcome by the time they exited the program.


Other Ways to Think about Summary Statement 1

How many children changed growth trajectories during their time in the program?Percent of the children who entered the program below age expectations made greater than expected gains, made substantial increases in their rates of growth, i.e. changed their growth trajectories


c + d___

a + b + c + d

Example of Summary Statement 1


539+809 =51+966+539+809

13482365= 57.0%

Progress Category

Number of Children

a 51

b 966

c 539

d 809

e 1270

c + d___

a + b + c + d

Other Ways to Think about Summary Statement 2

How many children were functioning like same aged peers when they left the program?Percent of the children who were functioning at age expectations in this outcome area when they exited the program, including those who:

Started out behind and caught up andentered and exited at age level

Kids' Potential, Our Purpose d + e_ _

a + b + c + d + e

Example of Summary Statement 2


1016+1043 =48+869+659+1016+1043

20593635= 56.6%

Progress Category

Number of Children

a 48

b 869

c 659

d 1016

e 1043

d + e_ _ a + b + c + d + e

The National DataPart C Early Intervention


social relationships knowledge and skills action to meet needs0

20

40

60

80

100

70

77 76

7174

76

68

73 73

66

72 73

2008-09 (19 states) 2009-10 (29 states) 2010-11 (39 states) 2011-12 (33 states)

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Part C: Greater than Expected Growth Trends Across 4 Years

social relationships knowledge and skills action to meet needs0

20

40

60

80

100

61

54

6162

54

6061

555960

52

59

2008-09 (19 states) 2009-10 (29 states) 2010-11 (39 states) 2011-12 (33 states)

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Part C: Exited Within Age Expectations Trends Across 4 Years

The National Data- what is it telling us after four years?

For early intervention:High percentages of children are showing increased rates of growthHigh percentages of children are exiting functioning like same-aged peers

The data have been stable for 4 yearsPart C and Part B Preschool are the only 2 federal EC programs with national data on outcomes


Child Outcomes Data

National Datahttp://ectacenter.org/eco/assets/pdfs/childoutcomeshighlights.pdf

Washington Datahttp://www.del.wa.gov/publications/esit/docs/LLA_report_card_FY12.pdf


http://ectacenter.org/eco/assets/pdfs/childoutcomeshighlights.pdf

http://ectacenter.org/eco/assets/pdfs/childoutcomeshighlights.pdf

http://www.del.wa.gov/publications/esit/docs/LLA_report_card_FY12.pdf

http://www.del.wa.gov/publications/esit/docs/LLA_report_card_FY12.pdf

Continuous Program Improvement


Plan (vision) Program characteristics Child and family outcomes

Implement

Check(Collect and analyze data)

ReflectAre we where we want to be?

Knowledge Check


True or False: The 1-7 ratings and the five progress categories are the same thing.

TrueFalse

Progress category and summary statement data are important for looking at data on a:

National levelState levelProgram levelAll of the above

Knowledge Check


True or False: The 1-7 ratings and the five progress categories are the same thing.

False

Progress category and summary statement data are important for looking at data on a:

All of the above

Knowledge Check


True or False: In order to demonstrate progress, a child’s exit rating must be higher than their entry rating.

TrueFalse

Child-specific data is converted into which for federal reporting:

Progress categories and summary statements Developmental trajectoriesEntry and exit ratingsNone of the above

Knowledge Check


True or False: In order to demonstrate progress, a child’s exit rating must be higher than their entry rating.

False

Child-specific data is converted into which for federal reporting:

Progress categories and summary statements

Reflection

Now that I understand what happens to the data after I enter it in the DMS, what do I need to do to improve my ability to get high quality, accurate data on each child?How does understanding the developmental trajectories change my approach to the SFP process?


Additional Resources

Table explaining the five progress categories:http://www.ectacenter.org/eco/assets/pdfs/Federal_Reporting_Categories.pdf


Activity: Converting to Progress Categories:http://www.ectacenter.org/eco/pages/training_activities.asp#COSF_Federal_Progress

http://www.ectacenter.org/eco/assets/pdfs/Federal_Reporting_Categories.pdf

http://www.ectacenter.org/eco/pages/training_activities.asp#COSF_Federal_Progress

http://www.ectacenter.org/eco/pages/training_activities.asp#COSF_Federal_Progress

Additional Resources

Information about Summary Statements:http://www.ectacenter.org/eco/pages/fed_req.asp#SummaryStatements

Self-directed learning- developmental trajectories:https://unc-fpg-cdi.adobeconnect.com/_a992899727/ecotrajectories/


http://www.ectacenter.org/eco/pages/fed_req.asp#SummaryStatements

https://unc-fpg-cdi.adobeconnect.com/_a992899727/ecotrajectories/

Using the ECO Calculator

Translates COS entry and exit ratings to the 5 progress categories for federal reporting. Download and practice with the tutor calculator, and get more information on all versions here on the Calculating Progress webpage at:http://ectacenter.org/eco/pages/summary.asp#COSF


http://ectacenter.org/eco/pages/summary.asp#COSF

http://ectacenter.org/eco/pages/summary.asp#COSF

Coming Next• Module 1: Setting the Stage: Global Child Outcomes and the SFP• Module 2: Learning More About the SFP and COS Rating • Module 3: Essential Knowledge for Completing the SFP and COS

Rating• Module 4: Guidance for Completing the SFP and COS Rating

Within the Team Process• Module 5: Understanding Age-expected Child Development,

Developmental Trajectories, and Progress• Module 6: Using COS Data to Inform Program Improvement at all

Levels

module 5 understanding the age-expected child development, developmental trajectories and progress...

Documents

child outcomes data

child specific data

global child outcomes

cos data

progress categories

individual data

summary statements

sfp ratings