Using the Early Childhood Outcomes Summary Form

1. Using the Early Childhood Outcomes Summary Form Presentation Modified by Dee Gethmann Iowa Department of Education October 2006 Author of Original Presentation: Kathy Hebbeler ECO Center at SRI International Modified from presentation by the National Early Childhood Outcomes Center www.the-eco-center.org

2. Overview • Why collect Early Childhood Outcomes data? • Understanding Early Childhood Outcomes • Measuring Children’s Accomplishments of the 3 Early Childhood Outcomes • Using the Early Childhood Outcomes Summary Form • Practice with the Early Childhood Outcomes Summary Form Modified from presentation by the National Early Childhood Outcomes Center

3. Iowa’s Early Childhood OutcomesPurpose: • Develop and Implement a Statewide Accountability System to Measure Outcomes for Infants and Toddlers in Early ACCESS and Preschoolers in Early Childhood Special Education Modified from presentation by the National Early Childhood Outcomes Center

4. Early Childhood Outcomes:Target Population • Early ACCESS • Infants and Toddlers • All infants and toddlers that have an IFSP • Include children when transitioning at the age of 3 • Early Childhood Special Education • Preschoolers • All preschool children that have an IEP • Include children when transitioning from ECSE services to kindergarten • Include children receiving ECSE services and Kindergarten services (Part-Time/Part-Time) • Does NOT include children that begin receiving special education services in kindergarten Modified from presentation by the National Early Childhood Outcomes Center

5. The Essential Question • Are students with disabilities entering school ready to learn at high levels? Modified from presentation by the National Early Childhood Outcomes Center

6. Why Collect Early Childhood Outcomes Data? Modified from presentation by the National Early Childhood Outcomes Center

7. How will this make a difference for children and families? System of Accountability: Looking at Results • Requirement to report in IDEA 2004 • Provide information to the public • Data Reported by AEA and LEA • Document effectiveness of Early ACCESS and Early Childhood Special Education (ECSE) services Modified from presentation by the National Early Childhood Outcomes Center

8. How will this make a difference for children and families? System of Accountability: Looking at Results • Provide leadership to advance assessment practices and data use • Improve developmentally appropriate practices, instruction and outcomes for children (EC Blueprint) • Use data to plan and implement effective curricula, assessments, and interventions (EC Blueprint) Modified from presentation by the National Early Childhood Outcomes Center

9. Understanding Early Childhood Outcomes (ECO) Modified from presentation by the National Early Childhood Outcomes Center

10. Three Early Childhood Outcomes Areas Children with IFSP/IEP who demonstrate improved: • Positive social-emotional skills (including social relationships) • Acquisition and use of knowledge and skills (including early language/communication and early literacy for preschoolers) • Use of appropriate behaviors to meet their needs Modified from presentation by the National Early Childhood Outcomes Center

11. The 3 ECO Areas Refer to the “Whole Child” Represent Critical Skills that: • Promote positive outcomes for young children • Support active and successful participation in everyday activities and routines, now and in the future • Integrate all areas of development • Prepare children to enter school ready to learn at high levels (The Essential Question) Modified from presentation by the National Early Childhood Outcomes Center

12. Not just…. Know how to make eye contact, smile, and give a hug Know how to imitate a gesture when prompted by others Use finger in pointing motion Show a skill in a specific situation But does he/she… Initiate affection toward caregivers and respond to others’ affection Watch what a peer says or does and incorporate it into his/her own play Point to indicate needs or wants Use a skill in actions across settings and situations to accomplish something meaningful to the child Thinking Functionally (within age-expected bounds) Modified from presentation by the National Early Childhood Outcomes Center

13. ECO Area #1: Children have positive social-emotional skills • Involves: • Relating with adults • Relating with other children • For older children - following age appropriate rules, limits, and routines • Participates/contributes as part of a group • Includes areas like: • Attachment/separation/ autonomy • Expressing emotions and feelings • Social interactions and play Modified from presentation by the National Early Childhood Outcomes Center

14. ECO Area #2: 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 • Pre-writing – scribbling, shapes, pictures, letters • Object permanence • Expressive language and communication Modified from presentation by the National Early Childhood Outcomes Center

15. ECO Area #3: Children use appropriate behaviors to meet their needs • Involves: • Taking care of basic needs • Getting about in the environment • Daily living skills • In older children, contributing to their own safety, fitness, and health care • 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 • Engaging in play • Persisting in activities Modified from presentation by the National Early Childhood Outcomes Center

16. Children have positive social-emotional skills Children acquire and use knowledge and skills Relation-ships with adults Follows group rules Symbol use, abstract thinking Problem Solving Strategies Relation-ships with peers Understand and Use Communication Children use appropriate behaviors to meet their needs Practicing Attending Playing Listening Exploring Play Self-care, health and safety Being curious Touching Persisting Engaging CHILDREN’S DEVELOPMENT IS INTERCONNECTED To be active and successful participants now and in the future in a variety of settings To be active and successful participants now and in the future in a variety of settings Masters the environ-ment

17. How do we describe the ECO Areas in Iowa? Iowa’s Alignment of: • Early Childhood Outcome Areas • IFSP Outcome/IEP Goal Codes used in IFSP/IEP Results • Iowa Early Learning Standards February 2006, Iowa Dept. of Education Modified from presentation by the National Early Childhood Outcomes Center

18. Modified from presentation by the National Early Childhood Outcomes Center

19. ECO Will Help Us Look at Our Results to Ensure… Early ACCESS/ECSE is… • Making a difference for children and families …so that children with developmental delays and disabilities are entering school ready to learn at high levels Modified from presentation by the National Early Childhood Outcomes Center

20. Measuring Children’s Accomplishment of the 3 Early Childhood Outcomes Modified from presentation by the National Early Childhood Outcomes Center

21. Measuring Children’s Accomplishments What is Assessment in Early Childhood? • “Assessment is a generic term that refers to the process of gathering information for decision-making.” (McLean, 2004) Modified from presentation by the National Early Childhood Outcomes Center

22. DEC Recommended Practices for Assessment • Involves multiple measures • e.g., observations, criterion-curriculum-based instruments, interviews, curriculum-compatible norm-referenced scales, informed clinical opinion, work samples • Involves multiple sources • e.g., families, professional team members, service providers, caregivers, physicians DEC = Division for Early Childhood (a division of the Council for Exceptional Children) http://www.dec-sped.org/ Modified from presentation by the National Early Childhood Outcomes Center

23. Use of Multiple Measures and Multiple Sources… • Iowa refers to this as “RIOT” • Record Reviews • Interviews • Observations • Tests/Assessments Modified from presentation by the National Early Childhood Outcomes Center

24. Measures Reports Medical Interviews Parent Interview Observations Time Sampling Tests/Assessments Example: Curriculum-based assessments (e.g., Creative Curriculum Child Observation Assessment) IFSP/IEP Results Sources Parents and family members Service providers Therapists Physicians Child care providers ECSE Teachers People familiar with the child across settings and situations Examples Modified from presentation by the National Early Childhood Outcomes Center

25. Include Families • Input from Families is Critical • Family members see the child in situations that professionals do not Modified from presentation by the National Early Childhood Outcomes Center

26. Multiple Measures and Sources Need to Address Children’s Functioning ECO Areas Reflect: • Functioning across a variety of settings and situations that make up the child’s day • Typical functioning, not child’s capacity to function under ideal circumstances • Many pathways to demonstrate accomplishments for children with atypical development (e.g., using sign language, wheel chair). • Include any assistive technology or supports the child typically uses Modified from presentation by the National Early Childhood Outcomes Center

27. Challenges in Measuring Children’s Accomplishments • There is not one measure that will assess the 3 ECO Areas directly • Many child assessments are organized around developmental domains • Thus, the need to gather information using Multiple Measures from Multiple Sources Modified from presentation by the National Early Childhood Outcomes Center

28. Key Points • Assumption: Children can be described in regard to how close they are to age expected behaviors and skills for each of the 3 ECO areas • By definition, most children in the general population demonstrate the ECO areas in an age-expected way • By providing services and supports, Early ACCESS/ECSE is trying to move children closer to age expected behavior Modified from presentation by the National Early Childhood Outcomes Center

29. Summarizing Children’s Accomplishments • ECO Summary Form is used by IFSP/IEP Teams to Summarize this Information Modified from presentation by the National Early Childhood Outcomes Center

30. Using the Early Childhood Outcomes (ECO) Summary Form…Summarizing information from multiple methods and sources Modified from presentation by the National Early Childhood Outcomes Center

31. Modified from presentation by the National Early Childhood Outcomes Center

32. Modified from presentation by the National Early Childhood Outcomes Center

33. The ECO Summary Form When do Teams complete the ECO Summary Form? • Initial IFSP and IEP Meetings • Annual Review, Re-Evaluation and Exit Meetings • Must complete when children are leaving or exiting services • Transition from Early ACCESS to ECSE • Transition from ECSE to Kindergarten Modified from presentation by the National Early Childhood Outcomes Center

34. The ECO Summary Form • An ECO Summary form for each of 3 ECO areas must be reported for every infant/toddler with an IFSP or preschooler with an IEP. • Data are needed in all ECO areas even if: • No one has concerns about a child’s development • A child has delays in one or two ECO areas, but not in all three ECO areas Modified from presentation by the National Early Childhood Outcomes Center

35. The ECO Summary Form • Comparison to peers or standards: • To what extent does this child show age-appropriate functioning in the area of [ECO Area] across a variety of settings and situations? • Using a 7-Point Rating Scale Modified from presentation by the National Early Childhood Outcomes Center

36. The ECO Summary Form • Child’s Ratings are a snapshot of • The whole child • Functioning • Across settings and situations • Rather than • Skill by skill, • In one standardized way, or • Split by domains Modified from presentation by the National Early Childhood Outcomes Center

37. The ECO Summary Form • Progress: • Has the child shown any new skills or behaviors related to [ECO Area] since the last IFSP/IEP meeting? Modified from presentation by the National Early Childhood Outcomes Center

38. The ECO Summary Form • Child’s Progress is based on any of the following: • Acquisition of a new skill or behavior since the last IFSP or IEP meeting • Independent demonstration of a skill or behavior • Progression made toward achieving IFSP Outcomes or IEP Goals • Improvement of skills and behaviors to a level nearer to age-appropriate functioning Modified from presentation by the National Early Childhood Outcomes Center

39. The ECO Summary Form • Supporting Evidence for Outcome Rating and Progress in [ECO Area] • Information gathered from various procedures and multiple sources of data • RIOT • Progress monitoring data • IFSP and IEP Results data • Age appropriate expectations Modified from presentation by the National Early Childhood Outcomes Center

40. Using the Early Childhood Outcomes Summary Form…Determining a Child’s Rating and Progress Modified from presentation by the National Early Childhood Outcomes Center

41. The Comparison to Peers or Standards (Questions 1a, 2a, 3a) • Thinking about each ECO area… To what extent does this child show age-appropriate functioning in the area of [ECO Area] across a variety of settings and situations? Modified from presentation by the National Early Childhood Outcomes Center

42. To Decide on a Child’s Rating… • Know what behaviors and skills are appropriate for the child’s age • How do children who are developing typically function on this ECO area? • Review the multiple sources of information to determine how the child functions across a variety of situations and settings • Understand the differences between the outcome rating scale from 1 to 7 Modified from presentation by the National Early Childhood Outcomes Center

43. Child’s Ratings in the ECO Areas • The IFSP or IEP Team determining the child’s rating reach consensus on a number between 1 and 7. • Descriptions are given for numbers • 7 – Completely • 5 – Somewhat • 3 – Emerging • 1 – Not Yet • Check 2, 4, or 6 if the child’s functioning is “in between”. That is, the child functions with more skill than the lower number, but not quite as described in the higher number. Modified from presentation by the National Early Childhood Outcomes Center

44. 7 – Completely means… • Child shows functioning expected for his/her age in all or almost all of everyday situations that are part of a child’s life • home, store, park, child care, with strangers, etc. • Functioning is considered appropriate for his/her age • No concerns Modified from presentation by the National Early Childhood Outcomes Center

45. 6 – Between completely and somewhat means… • Child’s functioning is generally considered appropriate for his/her age • Some concerns about the child’s functioning Modified from presentation by the National Early Childhood Outcomes Center

46. 5 – Somewhat means… • Functioning expected for his/her age some of the time and/or in some situations • Mix of appropriate and not age- appropriate • Might be more like a slightly younger child Modified from presentation by the National Early Childhood Outcomes Center

47. 3 – Emerging means… • Child does not yet show functioning expected of a child of age in any situation • Skills and behaviors include immediate foundational skills upon which to build age-appropriate functioning • Saying one word is a foundational skill to putting two words together • Playing beside one another before they interact in play • Might be more like a younger child Modified from presentation by the National Early Childhood Outcomes Center

48. 1 – Not Yet means… • Child does not yet show functioning expected of a child of his/her age in any situation • Skills and behaviors do not yet include any immediate foundational skills upon which to build age-appropriate functioning • Might be more like a much younger child Modified from presentation by the National Early Childhood Outcomes Center

49. None Quite Fit? • Use the in-between Outcome Ratings of 2, 4, and 6 for children who have some characteristics of two different descriptions Modified from presentation by the National Early Childhood Outcomes Center

50. Modified from presentation by the National Early Childhood Outcomes Center