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Building a national system to measure child and family outcomes from early intervention

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  1. Building a national system to measure child and family outcomes from early intervention Early Childhood Outcomes Center International Society on Early Intervention New York City, May 2011

  2. ECO Presenters and Affiliations Frank Porter Graham Child Development Institute Lynne Kahn RTI International Donald Bailey Melissa Raspa SRI International Lauren Barton Kathleen Hebbeler SangeetaMallik Donna Spiker Early Childhood Outcomes Center

  3. Identifying a National Set of Child and Family Outcomes Kathleen Hebbeler Lynne Kahn Donna Spiker SangeetaMallik Lauren Barton International Society on Early Intervention New York City, May 2011

  4. Why does the U.S. government want 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

  5. Government Performance and Results Act (GPRA) passed in 1993 • Requires goals and indicators be established for IDEA • Indicators and data collection for school age population included data on outcomes • Previously, for early childhood data had been collected on: • Number of children served (Early intervention, 0-3) • Settings (both EI and Early Childhood Special Education, 3-5)

  6. OSEP: PART evaluation results (2002) • 130 programs examined in 2002; 50% programs had no performance data • Programs looking at inputs, not results • Included Part C (0 to 3) and Part B Preschool (3 to 5) • Both Part C and Part B Preschool categorized as “Results Not Demonstrated” due to lack of outcome data. • OMB* recommended OSEP** develop a strategy for collecting outcome data • *Office of Management and Budget • **Office of Special Education Programs Early Childhood Outcomes Center

  7. Also Individuals with Disabilities Education Act (IDEA) emphasizes results SEC. 616. <<NOTE: 20 USC 1416.>> MONITORING, TECHNICAL ASSISTANCE, AND ENFORCEMENT. (a) 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

  8. The Development of the Outcome Statements Early Childhood Outcomes Center

  9. Process of Gathering Input • Series of stakeholder meetings over 15 months • What criteria should the outcomes embody? • What are the outcomes for which these programs should be held accountable? • State administrators, researchers, families of children with disabilities, professional organizations, advocates weighed in Early Childhood Outcomes Center

  10. Some of the considerations and criteria that emerged • Apply to the entire birth through 5 age span • Apply to all children with disabilities • Be compatible with best practice (esp. transdisciplinary service models, functional behaviors) • Have potential to influence practice in a positive way • Be readily understood Early Childhood Outcomes Center

  11. Final Steps • ECO posted the draft child and family outcomes on our web site for public comment • Based on input received, in February 2005 ECO made recommendations to OSEP on what the outcomes should be. Early Childhood Outcomes Center

  12. Overarching goal of EI/ECSE for children “…is 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, preschool or school programs, and in the community.” ECO Center, Family and Child Outcomes for Early Intervention and Early Childhood Special Education

  13. Three Child Outcomes • 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

  14. Reporting on Child Progress Early Childhood Outcomes Center

  15. What States Report:OSEP Reporting Categories 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

  16. Early Childhood Outcomes Center

  17. Reporting on Child Progress Early Childhood Outcomes Center

  18. 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. • 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. Early Childhood Outcomes Center

  19. Reporting on Child Progress Early Childhood Outcomes Center

  20. Summary: National Picture • Part C (0-3) and Part B Preschool (3-5) have gone from having no data in 2003 to 4 years worth of data by 2011. • There are still issues with the data but it continues to improve because of state diligence. • No other national early childhood program has this kind of information. • No other program in the U.S. Department of Education has this kind of information. Early Childhood Outcomes Center