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Incorporating Early Childhood into Longitudinal Data Systems: What, Why and How Kathy Hebbeler , ECO at SRI Internatio

Incorporating Early Childhood into Longitudinal Data Systems: What, Why and How Kathy Hebbeler , ECO at SRI International Lynne Kahn, ECO at FPG. Presented at the OSEP Leadership Conference, Washington, DC August 2009. Early Childhood Outcomes (ECO) Center.

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Incorporating Early Childhood into Longitudinal Data Systems: What, Why and How Kathy Hebbeler , ECO at SRI Internatio

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  1. Incorporating Early Childhood into Longitudinal Data Systems: What, Why and How Kathy Hebbeler, ECO at SRI International Lynne Kahn, ECO at FPG Presented at the OSEP Leadership Conference, Washington, DC August 2009

  2. Early Childhood Outcomes (ECO) Center Early Childhood Outcomes Center Initially, a 5-year project funded by OSEP in October 2003. Funded again October 2008 for another 5 years. Provide national leadership and technical assistance to states to advance the implementation of high-quality outcomes systems for early intervention and preschool special education programs.

  3. Can your state answer these questions? • What percentage of children who received early intervention services are receiving special education services in kindergarten? • For how many years do children who first receive special education services as preschoolers receive special education services? How many receive services in Grade 1? Grade 3? • What percentage of children who received special education services as preschoolers are reading at grade level in Grade 3? • How does this percentage differ across districts or regions? Early Childhood Outcomes Center

  4. States have exciting new data about EC Special Education programs!! • In February, 2010, states will report data to OSEP on the effectiveness of their Part B Section 619 programs (APR Indicator B7) • This data can provide a foundation for a longer look at children’s success in school and in life Early Childhood Outcomes Center

  5. New information on the progress children make in EC programs • What you will know: • Which children leave preschool 619 services functioning at age expectations • Questions you can ask: • What percentage of these children later receive SpEd services? • How do these children perform on assessments in Grade 3? Grade 8? HS? • Do they graduate? Early Childhood Outcomes Center

  6. New information on the progress children make in EC programs • What you will know: • Which children increase their rate of growth with preschool 619 services, but don’t catch up to age expectations • Questions you can ask: • Do these children continue to catch up in Sp Ed services in the early grades? • How long do these children continue to be eligible for Sp Ed services? • How do these children perform on Grade 3 assessments? Grade 8? Early Childhood Outcomes Center

  7. New information on the progress children make in EC programs • What you will know: • Which children leave preschool 619 services with the most significant service and support needs • Questions you can ask: • What proportion of the time do these children participate in regular classrooms in grade 3? Grade 8? • What proportion participate in statewide assessments? Early Childhood Outcomes Center

  8. Where the new information comes from • OSEP Reporting Requirements: Child Outcomes (Indicator C3 and B7) • % of Children who make progress in: • 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

  9. OSEP Child Outcome Reporting: Categories of Child Progress 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 Early Childhood Outcomes Center

  10. Number 600,000 N = 7,005,463 Infants and toddlers N = 294,714 500,000 400,000 300,000 200,000 100,000 0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Age 41,865 453,485 503,519 513,795 484,057 209,320 28,590 158,404 245,526 521,054 361,130 Totalnumber 153,320 411,206 487,806 508,789 519,151 94,445 299,772 519,394 417,249 60,238 13,348 Children Identified for Services Under IDEA by Age (2005) (From IDEAdata.org)

  11. Changing service needs Status of former early intervention recipients in Kindergarten (from the National Early Intervention Longitudinal Study (NEILS)) Early Childhood Outcomes Center www.sri.com/neils/

  12. Changing Service Needs Among 3, 4, and 5 year olds receiving special education, • One year later, 16% were no longer receiving special education • A year after that, another 13% were no longer receiving special education (from the Pre-Elementary Longitudinal Study (PEELS) www.peels.org Early Childhood Outcomes Center

  13. From: Inequality at the Starting Gate (data from ECLS-K)

  14. Early Childhood Matters • Intervene early to reduce the gap • Is this happening in your state? • Where? • With which children? • How do you know EC services are making a difference? For how long? • Effective early childhood services cannot inoculate children against poor instruction later. Early Childhood Outcomes Center

  15. A State Example: Colorado’s Results Matter • Components • Authentic Assessment • Longitudinal Analysis • Family Outcomes • Service and Program Quality Measures • Professional Development Purpose to positively influence the lives of children and families by using child, family, program and system outcomes data to inform early childhood practices and policy Early Childhood Outcomes Center

  16. Longitudinal Data Reading Writing Reading Writing Math Math Science Science Thanks to Nick Ortiz of Colorado’s Results Matter and John Crawford of the Denver Public Schools for these data.

  17. Longitudinal Data Reading Math Writing Thanks to Nick Ortiz of Colorado’s Results Matter and John Crawford of the Denver Public Schools for these data.

  18. Making Good Use of Data: Some Necessary Ingredients • Set of good questions • Data set with the required elements • Analytic capability to analyze the data to address the question • Commitment to use the information for program improvement Early Childhood Outcomes Center

  19. Information Infrastructure: Data Needed for Program Improvement WHO SERVICES OUTCOMES QUALITY COST Early Childhood Outcomes Center

  20. Where is your state now? WHO SERVICES OUTCOMES What do you have? How much is linked? Early Childhood Outcomes Center

  21. WHO WHO WHO WHO SERVICES SERVICES SERVICES SERVICES OUTCOMES OUTCOMES OUTCOMES OUTCOMES QUALITY QUALITY QUALITY QUALITY COST COST COST COST Grade 2 Tracking outcomes over time Grade 1 Kindergarten Preschool

  22. Building Longitudinal Data Sets Goal: Include data on young children with disabilities (starting at birth) in the data set Need a data set that includes general and special education* *because of the movement in and out of special education Early Childhood Outcomes Center

  23. Resources Data Quality Campaign www.dataqualitycampaign.org DQC just beginning to focus on early childhood Early Childhood Outcomes Center

  24. Funding Sources for Longitudinal Data Systems Early Childhood Outcomes Center

  25. Statewide Longitudinal Data Systems Grants (IES) • $250 million • Grants are for 3 to 5 years for up to $9 million; due November 19, 2009 • 2005 – 14 states; 2007 – 12; 2009 – 27 • Many states planning to include preschool • http://nces.ed.gov/programs/slds/ Early Childhood Outcomes Center

  26. Other funding opportunities • State Incentive Grants (i.e., Race to the Top) - $4.35 billion • Title I Funds - $13 billion • Head Start - $1 billion • State Advisory Councils on Early Childhood Education • “develop recommendations for a unified data collection system for public early childhood programs and services throughout the state” Early Childhood Outcomes Center

  27. See Data Quality Campaign’s Roadmap http://www.dataqualitycampaign.org/files/DQC-roadmap_singlepgs_FINAL_with_links.pdf for more information Early Childhood Outcomes Center

  28. Extraordinary Opportunity Special education leadership needs to: • Work to ensure Part C and 619 are/will be part of the state’s early childhood data system • Work to ensure early childhood data are/will be linked to K-12 Early Childhood Outcomes Center

  29. Visit us at www.the-eco-center.org

  30. EC Outcomes Data: new data showing program effectiveness • Question 1: How many children changed growth trajectories during their time in the program? • Summary Statement 1: 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 6 years of age or exited the program. Early Childhood Outcomes Center

  31. EC Outcomes Data: new data showing program effectiveness • Concept 2: How many children were functioning like same aged peers when they left the program? • Summary Statement 2: The percent of children who were functioning within age expectations in each Outcome by the time they turned 6 years of age or exited the program Note: In February 2010, states will set targets for the percentages in these summary statements Early Childhood Outcomes Center

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