How to Explain the Numbers: Helping Staff, Parents, and Other Stakeholders Understand the Results of the NCSEAM Surveys for Part C and 619. Batya Elbaum, NCSEAM Pam Roush, West Virginia Part C OSEP National Early Childhood Meeting Arlington, VA, December 2007. Purpose of the session.
How to Explain the Numbers:Helping Staff, Parents, and Other Stakeholders Understand the Results of the NCSEAM Surveys for Part C and 619
Batya Elbaum, NCSEAM
Pam Roush, West Virginia Part C
OSEP National Early Childhood Meeting
Arlington, VA, December 2007
“Percent of families participating in Part C who report that early intervention services have helped the family a) know their rights, b) effectively communicate their children’s needs, and c) help their children develop and learn.”
“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.”
Why use a measurement analysis?
Indicator 4b: Effectively communicate their children’s needs.
IFS Item: “Communicate more effectively with the people who work with my child and family.” 
Indicator 4a: Know their rights.
IFS Item: “Know about my child's and family's rights concerning Early Intervention services.” 
Indicator 4c: Help their children develop and learn.
IFS items: “Understand my child's special needs.”  “Do things with and for my child that are good for my child's development.” 
The logic of distributions
Example: Distribution of height
Instrumentation and approach to data analysis make a difference
Reference to a standard
What is the relationship between % at or above the NCSEAM standard and % agreement on the “threshold item?”
Part C Example: WV data
How precise are the percentages that states are reporting?