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Orientation for New Staff

Orientation for New Staff. Lynne Kahn Kathy Hebbeler The Early Childhood Outcomes (ECO) Center. September 2011. What We Will Cover. Why measure child and family outcomes? Family Indicator C4 Indicators C3 and B7 The three child outcomes The 5 progress categories

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Orientation for New Staff

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  1. Orientation for New Staff Lynne Kahn Kathy Hebbeler The Early Childhood Outcomes (ECO) Center September 2011 Early Childhood Outcomes Center

  2. What We Will Cover • Why measure child and family outcomes? • Family Indicator C4 • Indicators C3 and B7 • The three child outcomes • The 5 progress categories • The 2 summary statements • Approaches to child outcomes • Common challenges Early Childhood Outcomes Center

  3. Why Collect Outcome Data? Why are state early intervention and preschool special education agencies collecting data on child and family outcomes? Early Childhood Outcomes Center

  4. Why? • Accountability • Federal government (Office of Special Education Programs, U.S. Department of Education) requires that states submit data on outcomes • In some states, policy-makers are asking for outcome data • Program Improvement • State agencies (and local programs) want to use data on outcomes to improve services for children and families Early Childhood Outcomes Center

  5. Federal Forces Proving Impetus for Data on Child Outcomes • Government Performance and Results Act (GPRA) • Program Assessment Rating Tool (PART) • Individuals with Disabilities Education Act (IDEA) Early Childhood Outcomes Center

  6. Individuals with Disabilities Education Act SEC. 616. <<NOTE: 20 USC 1416.>> MONITORING, TECHNICAL ASSISTANCE, AND ENFORCEMENT. `` Federal and State Monitoring`` (2) Focused monitoring.--The primary focus of Federal and State monitoring activities described in paragraph (1) shall be on-- `` (A) improving educational results and functional outcomes for all children with disabilities; Early Childhood Outcomes Center

  7. Family Indicator: C4 Early Childhood Outcomes Center

  8. APR Requirements for Part C Percent of families participating in Part C who report that EI services have helped the family: • Know their rights • Effectively communicate their children’s needs • Help their children develop and learn Early Childhood Outcomes Center

  9. APR Requirements for Part B, Section 619 Preschool Programs • 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 • no specific indicator for preschool, nor the expectation for examining preschool family involvement separately from Part B Early Childhood Outcomes Center

  10. State Approaches for Family Indicator • ECO Family Outcomes Survey, Items 16-18 (25 states) • NCSEAM Impact on Family Scale (24 states) • State Survey (6 states) Early Childhood Outcomes Center

  11. Comparison of the ECO and NCSEAM instruments in relation to content • The instruments were developed separately by ECO and NCSEAM, but both centers used significant input from families and other stakeholders to develop instrument content • The content of both instruments goes beyond the content of the three indicators specified in Part C Indicator 4 Early Childhood Outcomes Center

  12. Challenges Related to Family Surveys • Need to increase the response rates • Determining and increasing the representativeness of the data • Interpreting the data to improve outcomes for families Early Childhood Outcomes Center

  13. OSEP Reporting Requirements: Child Outcomes Early Childhood Outcomes Center

  14. Goal of Early Intervention and Early Childhood Special Education “…To enable young children to be active and successful participants during the early childhood years and in the future in a variety of settings – in their homes with their families, in child care, in preschool or school programs, and in the community.” (from Early Childhood Outcomes Center, http://www.fpg.unc.edu/~eco/pdfs/eco_outcomes_4-13-05.pdf) Early Childhood Outcomes Center

  15. Understanding the Three Child Outcomes Early Childhood Outcomes Center

  16. Three Child Outcomes • Children have positive social-emotional skills (including social relationships) • Children acquire and use knowledge and skills (including early language/communication [and early literacy]) • Children use appropriate behaviors to meet their needs Early Childhood Outcomes Center

  17. Outcomes Are Functional Functional outcomes: • Refer to things that are meaningful to the child in the context of everyday living • Refer to an integrated series of behaviors or skills that allow the child to achieve the important everyday goals Early Childhood Outcomes Center

  18. Functional Outcomes are NOT • A single behavior • The sum of a series of discrete behaviors or splinter skills such as….. Early Childhood Outcomes Center

  19. Functional Outcomes • Not domains-based, not separating child development into discrete areas (communication, gross motor, etc.) • Refer to behaviors that integrate skills across domains • Almost always involve multiple domains • Emphasize how the child is able to carry out meaningful behaviors in a meaningful context Early Childhood Outcomes Center

  20. Thinking Functionally • Discrete behaviors (e.g., those described by some items on assessments) may or may not be important to the child’s functioning on the outcome • Individually, they are not especially informative • Summed, they may or may not be useful, depending on the functionality of the behaviors/items Early Childhood Outcomes Center

  21. Children Have Positive Social Relationships • Involves: • Relating with adults • Relating with other children • For older children, following rules related to groups or interacting with others • Includes areas like: • Attachment/separation/autonomy • Expressing emotions and feelings • Learning rules and expectations • Social interactions and play Early Childhood Outcomes Center

  22. Children Acquire and Use Knowledge and Skills • Involves: • Thinking • Reasoning • Remembering • Problem solving • Using symbols and language • Understanding physical and social worlds • Includes: • Early concepts—symbols, pictures, numbers, classification, spatial relationships • Imitation • Object permanence • Expressive and receptive language and communication • Early literacy Early Childhood Outcomes Center

  23. Children Take Appropriate Action to Meet Their Needs • Involves: • Taking care of basic needs • Getting from place to place • Using tools (e.g., fork, toothbrush, crayon) • In older children, contributing to their own health and safety • Includes: • Integrating motor skills to complete tasks • Self-help skills (e.g., dressing, feeding, grooming, toileting, household responsibility) • Acting on the world to get what one wants Early Childhood Outcomes Center

  24. Taking Action to Meet Needs • Includes • Integrating various skills (gross motor, fine motor, communication skills) to complete tasks • Self help skills (feeding, dressing, toileting, household task) • Acting on the world to get what he or she wants • Not JUST acting on the world: takes APPROPRIATE action to meet needs Early Childhood Outcomes Center

  25. Outcomes Reflect Global Functioning • Each outcome is a snapshot of: • The whole child • Status of the child’s current functioning • Functioning across settings and situations • Rather than: • Skill by skill • In one standardized way • Split by domains Early Childhood Outcomes Center

  26. OSEP Reporting CategoriesPercentage 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

  27. Helping Children Move Toward Age-Expected Functioning • Assumption: Children can be described with regard to how close they are to age expected functioning for each of the 3 outcomes • By definition, most children in the general population demonstrate the outcome in an age-expected way • By providing services and supports, EI and ECSE are trying to move children closer to age expected behavior Early Childhood Outcomes Center

  28. Functioning Early Childhood Outcomes Center

  29. Entry Early Childhood Outcomes Center

  30. Entry Exit Early Childhood Outcomes Center

  31. Entry Exit Early Childhood Outcomes Center

  32. Key Point • The OSEP categories describe types of progress children can make between entry and exit • Two scores or ratings (entry and exit) are needed to calculate what OSEP category describes a child progress Early Childhood Outcomes Center

  33. e. % of children who maintain functioning at a level comparable to same-aged peers Understanding the reporting categories a - e Early Childhood Outcomes Center

  34. Entry Exit Early Childhood Outcomes Center

  35. Entry Exit Early Childhood Outcomes Center

  36. d. % of children who improve functioning to reach a level comparable to same-aged peers Early Childhood Outcomes Center

  37. Entry Exit Early Childhood Outcomes Center

  38. c. % of children who improved functioning to a level nearer to same aged peers, but did not reach it Early Childhood Outcomes Center

  39. Entry Exit Early Childhood Outcomes Center

  40. Entry Exit Early Childhood Outcomes Center

  41. b. % of children who improved functioning, but not sufficient to move nearer to same aged peers Early Childhood Outcomes Center

  42. Entry Exit Early Childhood Outcomes Center

  43. Entry Exit Early Childhood Outcomes Center

  44. Entry Exit Early Childhood Outcomes Center

  45. a. % of children who did not improve functioning Early Childhood Outcomes Center

  46. Entry Exit Early Childhood Outcomes Center

  47. Entry Exit Early Childhood Outcomes Center

  48. The Summary Statements • 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 3 [6] years of age or exited the program. c + d/ (a+b+c+d) Early Childhood Outcomes Center

  49. The Summary Statements 2.The percent of children who were functioning within age expectations in each Outcome by the time they turned 3 [6] years of age or exited the program. d + e/(a+b+c+d+e) Early Childhood Outcomes Center

  50. The concepts are easier than the words or the formulas • Summary statement 1: How many children changed growth trajectories during their time in the program? • Summary statement 2: How many children were functioning like same aged peers when they left the program? Early Childhood Outcomes Center

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