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Child Outcomes State of the State. Council for Exceptional Children/Division of Early Childhood Conference October 2010 Kim Carlson, Asst. Director/619 Coordinator Ohio Department of Education Office of Early Learning and School Readiness.

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Child Outcomes State of the State

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Child OutcomesState of the State

Council for Exceptional Children/Division of Early Childhood

Conference

October 2010

Kim Carlson, Asst. Director/619 Coordinator

Ohio Department of Education

Office of Early Learning and School Readiness


6th Largest State for children with disabilities (ages 3-21)

12/09 child count: 23,246

612 School Districts

88 Counties

Education Service Centers

County Boards of DD

16 State Support Teams-regionalized TA/PD

Ohio: Demographics


Ohio Assessment Policies

State statute requires programs to document child progress using research-based indicators prescribed by the Department and report results annually.


Accountability & Continuous Improvement

Ohio Early Learning Program Guidelines:

Systematically assess conditions, practices, policies and program performance

  • Conduct annual self-assessment with identified stakeholders and community partners to evaluate accomplishment of program goals

    • Data reported to ODE

    • Child progress data

    • Program licensure report

    • Family input and feedback

    • Complaint records

    • Fiscal reports

    • Transition services


Initial year of the COSF: 2007

Trained local teams of teachers and administrators

Locals report scores to state

Fall & spring of every year

State does conversion of COSF scores to progress categories

Implementing alternate form spring 2011

Source summary OR

Evidence statements

Early Childhood Outcomes Summary Form


Early Childhood Outcomes Summary Form

  • Multiple Sources Required

  • Two Sources are consistent statewide for funded programs

    • Get It! Got It! Go! &

    • Ages/Stages Questionnaire: Social-Emotional (completed with parent)


Preschool special education supervisors

Annual series of communication

Fall Data/Reporting Requirements

February Supervisor Discussions

Spring Institutes

Two Institutes

Stage 1: Data Quality and Accuracy

Stage 2: Data Analysis and Public Reporting

For families: outcomes brochure/cards

Measurement System Knowledge & Skills


Data collection protocols

Data checks in the state data system

Funding impact

Measurement System Knowledge & Skills


Data Collection: Efficient, Effective, Accurate


New Web page

Webinar series (in development with ECO Center)

Teacher reference sheet

Approved PD through regional state support teams

Alternate COSF form- 2 options

Measurement System Knowledge & Skills


Teacher Reference: PROCESS Implementation


ECO Implementation Survey

  • Purpose: Identify challenging practices for local districts and personnel

    • Survey May 2010

  • Lessons Learned:

    • Multiple sources of information

    • Duplication of source summaries

    • Comparable to same-aged peers

    • Use of Decision Tree

    • Fidelity of Process

    • Data Issues


Use of the Decision Tree

How Will I Know?


ECO Implementation Survey

  • Lessons Learned

    • Core team input

      • Preschool special education teacher

      • General education teacher

      • Parent

      • Related services personnel

    • Involving parent


Reasons for Completion without all Members Contributing

How Will I Know?


Involving Parents

How Will I Know?


WHOLE

Whole child

Whole class

Whole system

How is this in evidence?


Accountability FrameworkEarly Childhood

Child and Family Outcome Measures

Literacy: GGG and KRA_L

Early Childhood Outcomes Summary

Parent Survey

Health & Developmental Screenings

Aligned with P-12

Content Standards

ProgramCapacity Measures

Curriculum-Embedded Performance Measures

ELLCO: Early Language & Literacy Classroom Observation

ELLRT: Early Language & Literacy Reflection Tool

Self-Assessment Tools

Tools for Alignment to the Early Learning Content Standards

IEP Outcomes


State InfrastructureRegionally Based/Local Needs

  • Professional Development

    • Preschool Literacy Core Curriculum (CORE)

    • SIRI: Pre K/K State Institutes for Reading Instruction

    • Teacher Leaders

    • Ohio Early Learning Content Standards

      • Integrated Curriculum

      • The IEP and the Early Childhood Curriculum

  • Teacher Leaders

  • Assessment Training

  • Observation and Mentoring

  • ELLCO Observations and TA

  • English Language Learners

  • Regional Leadership Meetings


PD Connection

  • IVDL/Higher Education Faculty

    • At no cost unless college credit desired

  • Institute of Education Science Grant- APPLE: Ohio

    • Evaluate statewide professional development in Ohio

      • 80 Teacher Leaders each year

      • Group A will participate in the Preschool Literacy Core

      • Group B will participate in Preschool Literacy Core with Teacher Leader support

      • Group C will participate in two of the Ohio Early Learning Content Standards modules (Math, Science, Social Studies)


  • Ohio Resource Center for Mathematics, Science ad Reading

  • Resources for early childhood

    • Early Childhood Bookshelf

    • Standards-aligned and Peer Reviewed Lessons

    • Early Childhood Building Blocks- Best Practice Articles

      http://www.ohiorc.org/


What do we know?

  • Children served in Public Preschool and PSE classrooms experienced statistically significant growth from fall to spring

  • Public Preschool participants had significantly higher KRA-L scores than all other K students.

  • PSE participants who are nondisabled in K have higher KRA-L scores than all other K students who are nondisabled.


Early Language and Literacy Classroom Observation (ELLCO) Study Results

Instrument

Methodology

Stratified random sample of PSE classrooms

2009: 115 observations in PSE

2010: 299 observations conducted

  • Classrooms rated on 14 individual ELLCO elements

  • 5 point evidence scale (5 = exemplary or strong evidence)

  • 2 subscales:

    • General Classroom Environment

    • Language, Literacy and Curriculum


ELLCO Study Questions

  • What is the quality of literacy practices in ODE-funded early education programs?

  • How do the scores of programs and classrooms compare with recognized standards of effective literacy practice (defined as a 4 or 5 on the ELLCO rating scales)?

  • To what extent are teachers (best practices) and programs (capacity) making progress toward reaching or exceeding recognized standards of literacy practice that promote literacy success?

  • Based on the ELLCO results, what are statewide or local professional development needs?


ELLCO Mean Ratings for PSE Classrooms, Spring 2010, N=299


ELLCO Mean Ratings for PSE Classrooms, Spring 2009

STANDARD EFFECTIVE PRACTICE

N=115

*N=116


ELLCO Results 2010

  • Highest-rated ELLCO elements:

    • Classroom Management Strategies (Mean=4.29)

    • Classroom Climate (Mean=4.24)

    • Organization of the Classroom (Mean=3.99)

  • Lowest-rated ELLCO elements:

    • Presence and Use of Technology (Mean=3.18)

    • Recognizing Diversity in the Classroom (Mean=2.84)


Summary of ELLCO Results 2010

  • 41% PSE classrooms demonstrated effective literacy practices

  • Higher levels of teacher educational attainment were associated with higher ELLCO ratings for all three scores

  • Average early childhood education teaching experience was approximately 12 years

  • Teachers with 13 or more years of teaching experience scored significantly higher on the Language, Literacy, and Curriculum Subtotal & Classroom Observation Total than teachers with 6-12 years of teaching experience

  • Higher ELLCO ratings are associated with classrooms that have a smaller percentage of students with disabilities


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