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Incorporating Early Childhood into Longitudinal Data Systems: What, Why and How Kathy Hebbeler , ECO at SRI International Lynne Kahn, ECO at FPG

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Incorporating Early Childhood into Longitudinal Data Systems: What, Why and How Kathy Hebbeler , ECO at SRI International Lynne Kahn, ECO at FPG. Presented at the OSEP Leadership Conference, Washington, DC August 2009. Early Childhood Outcomes (ECO) Center.

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Incorporating Early Childhood into Longitudinal Data Systems:

What, Why and How

Kathy Hebbeler, ECO at SRI International

Lynne Kahn, ECO at FPG

Presented at the OSEP Leadership Conference,

Washington, DC August 2009

early childhood outcomes eco center
Early Childhood Outcomes (ECO) Center

Early Childhood Outcomes Center

Initially, a 5-year project funded by OSEP in October 2003.

Funded again October 2008 for another 5 years.

Provide national leadership and technical assistance to states to advance the implementation of high-quality outcomes systems for early intervention and preschool special education programs.

can your state answer these questions
Can your state answer these questions?
  • What percentage of children who received early intervention services are receiving special education services in kindergarten?
  • For how many years do children who first receive special education services as preschoolers receive special education services? How many receive services in Grade 1? Grade 3?
  • What percentage of children who received special education services as preschoolers are reading at grade level in Grade 3?
    • How does this percentage differ across districts or regions?

Early Childhood Outcomes Center

states have exciting new data about ec special education programs
States have exciting new data about EC Special Education programs!!
  • In February, 2010, states will report data to OSEP on the effectiveness of their Part B Section 619 programs (APR Indicator B7)
  • This data can provide a foundation for a longer look at children’s success in school and in life

Early Childhood Outcomes Center

new information on the progress children make in ec programs
New information on the progress children make in EC programs
  • What you will know:
    • Which children leave preschool 619 services functioning at age expectations
  • Questions you can ask:
    • What percentage of these children later receive SpEd services?
    • How do these children perform on assessments in Grade 3? Grade 8? HS?
    • Do they graduate?

Early Childhood Outcomes Center

new information on the progress children make in ec programs6
New information on the progress children make in EC programs
  • What you will know:
    • Which children increase their rate of growth with preschool 619 services, but don’t catch up to age expectations
  • Questions you can ask:
    • Do these children continue to catch up in Sp Ed services in the early grades?
    • How long do these children continue to be eligible for Sp Ed services?
    • How do these children perform on Grade 3 assessments? Grade 8?

Early Childhood Outcomes Center

new information on the progress children make in ec programs7
New information on the progress children make in EC programs
  • What you will know:
    • Which children leave preschool 619 services with the most significant service and support needs
  • Questions you can ask:
    • What proportion of the time do these children participate in regular classrooms in grade 3? Grade 8?
    • What proportion participate in statewide assessments?

Early Childhood Outcomes Center

where the new information comes from
Where the new information comes from
  • OSEP Reporting Requirements: Child Outcomes (Indicator C3 and B7)
  • % of Children who make progress in:
    • 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

Early Childhood Outcomes Center

osep child outcome reporting categories of child progress
OSEP Child Outcome Reporting: Categories of Child Progress

Percentage of children who:

a. Did not improve functioning

b. 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

children identified for services under idea by age 2005

Number

600,000

N = 7,005,463

Infants and toddlers N = 294,714

500,000

400,000

300,000

200,000

100,000

0

0

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

Age

41,865

453,485

503,519

513,795

484,057

209,320

28,590

158,404

245,526

521,054

361,130

Totalnumber

153,320

411,206

487,806

508,789

519,151

94,445

299,772

519,394

417,249

60,238

13,348

Children Identified for Services Under IDEA by Age (2005)

(From IDEAdata.org)

changing service needs
Changing service needs

Status of former early intervention recipients in Kindergarten

(from the National Early Intervention Longitudinal Study (NEILS))

Early Childhood Outcomes Center

www.sri.com/neils/

changing service needs13
Changing Service Needs

Among 3, 4, and 5 year olds receiving special education,

  • One year later, 16% were no longer receiving special education
  • A year after that, another 13% were no longer receiving special education

(from the Pre-Elementary Longitudinal Study (PEELS)

www.peels.org

Early Childhood Outcomes Center

early childhood matters
Early Childhood Matters
  • Intervene early to reduce the gap
    • Is this happening in your state?
    • Where?
    • With which children?
  • How do you know EC services are making a difference? For how long?
  • Effective early childhood services cannot inoculate children against poor instruction later.

Early Childhood Outcomes Center

a state example colorado s results matter
A State Example: Colorado’s Results Matter
  • Components
  • Authentic Assessment
  • Longitudinal Analysis
  • Family Outcomes
  • Service and Program Quality Measures
  • Professional Development

Purpose

to positively influence the lives of children and families by using child, family, program and system outcomes data to inform early childhood practices and policy

Early Childhood Outcomes Center

longitudinal data
Longitudinal Data

Reading

Writing

Reading

Writing

Math

Math

Science

Science

Thanks to Nick Ortiz of Colorado’s Results Matter and John Crawford of the Denver Public Schools for these data.

longitudinal data19
Longitudinal Data

Reading

Math

Writing

Thanks to Nick Ortiz of Colorado’s Results Matter and John Crawford of the Denver Public Schools for these data.

making good use of data some necessary ingredients
Making Good Use of Data: Some Necessary Ingredients
  • Set of good questions
  • Data set with the required elements
  • Analytic capability to analyze the data to address the question
  • Commitment to use the information for program improvement

Early Childhood Outcomes Center

information infrastructure data needed for program improvement
Information Infrastructure: Data Needed for Program Improvement

WHO

SERVICES

OUTCOMES

QUALITY

COST

Early Childhood Outcomes Center

where is your state now
Where is your state now?

WHO

SERVICES

OUTCOMES

What do you have?

How much is linked?

Early Childhood Outcomes Center

slide23

WHO

WHO

WHO

WHO

SERVICES

SERVICES

SERVICES

SERVICES

OUTCOMES

OUTCOMES

OUTCOMES

OUTCOMES

QUALITY

QUALITY

QUALITY

QUALITY

COST

COST

COST

COST

Grade 2

Tracking outcomes over time

Grade 1

Kindergarten

Preschool

building longitudinal data sets
Building Longitudinal Data Sets

Goal: Include data on young children with disabilities (starting at birth) in the data set

Need a data set that includes general and special education*

*because of the movement in and out of special education

Early Childhood Outcomes Center

resources
Resources

Data Quality Campaign

www.dataqualitycampaign.org

DQC just beginning to focus on early childhood

Early Childhood Outcomes Center

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Funding Sources

for Longitudinal Data Systems

Early Childhood Outcomes Center

statewide longitudinal data systems grants ies
Statewide Longitudinal Data Systems Grants (IES)
  • $250 million
  • Grants are for 3 to 5 years for up to $9 million; due November 19, 2009
  • 2005 – 14 states; 2007 – 12; 2009 – 27
  • Many states planning to include preschool
  • http://nces.ed.gov/programs/slds/

Early Childhood Outcomes Center

other funding opportunities
Other funding opportunities
  • State Incentive Grants (i.e., Race to the Top) - $4.35 billion
  • Title I Funds - $13 billion
  • Head Start - $1 billion
    • State Advisory Councils on Early Childhood Education
    • “develop recommendations for a unified data collection system for public early childhood programs and services throughout the state”

Early Childhood Outcomes Center

slide29
See Data Quality Campaign’s Roadmap

http://www.dataqualitycampaign.org/files/DQC-roadmap_singlepgs_FINAL_with_links.pdf

for more information

Early Childhood Outcomes Center

extraordinary opportunity
Extraordinary Opportunity

Special education leadership needs to:

  • Work to ensure Part C and 619 are/will be part of the state’s early childhood data system
  • Work to ensure early childhood data are/will be linked to K-12

Early Childhood Outcomes Center

visit us at www the eco center org
Visit us at

www.the-eco-center.org

ec outcomes data new data showing program effectiveness
EC Outcomes Data: new data showing program effectiveness
  • Question 1: How many children changed growth trajectories during their time in the program?
  • Summary Statement 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 6 years of age or exited the program.

Early Childhood Outcomes Center

ec outcomes data new data showing program effectiveness34
EC Outcomes Data: new data showing program effectiveness
  • Concept 2: How many children were functioning like same aged peers when they left the program?
  • Summary Statement 2: The percent of children who were functioning within age expectations in each Outcome by the time they turned 6 years of age or exited the program

Note: In February 2010, states will set targets for the percentages in these summary statements

Early Childhood Outcomes Center

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