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Making Progress on Measuring Progress

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Making Progress on Measuring Progress. Barbara Jackson, NE Beppie Shapiro, HI Lynne Kahn and Kathy Hebbeler, ECO. Format of Presentation. Meet each state Overview of the 5 Decision areas to be discussed For each decision area: Description of each state’s plans

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Making Progress on Measuring Progress

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  1. Making Progress on Measuring Progress Barbara Jackson, NE Beppie Shapiro, HI Lynne Kahn and Kathy Hebbeler, ECO

  2. Format of Presentation • Meet each state • Overview of the 5 Decision areas to be discussed • For each decision area: • Description of each state’s plans • Questions and comments from participants

  3. About Nebraska • Birth Mandate State • Co-Leads for Part C: Health and Human Services & Education • Outcome data process will be the same across the birth through 5 age group

  4. Nebraska (continued) • 460 School Districts • Number of children birth to three: 1303 • Number of children three and four: 2811 • Number of children three through 5: 4707

  5. Decision Areas • How will the state determine children’s status on each of the outcomes? • What reporting categories has the state chosen to use? • How often will data be collected? and reported to the state? • How will data get from local programs to the state? • What are each state’s plans for rolling out child outcome measurement?

  6. Part C Assessment in Hawai`i • 2004: State Assessment Task Force recommends tools for CDE: • Hawai`i Developmental Charts (HELP) • “Michigan” EIDP • Battelle • 2005: All programs serving children with developmental delays/biological risk factors trained to use HDC

  7. Assessment of babies eligible due to environmental risk • Ages and Stages: • Forms for specific age levels • Scores indicate only “Typical”, “Monitor”, “Refer” • Referred for CDE and services by program serving DD • Care coordination may remain with original program

  8. What Counts: Measuring the Benefits of Early Intervention in Hawai`i 1. “Outcomes” become Hawai`i “EI Benefits or Goals” 2. How can we assign a “score” to each child on each EI Goal?

  9. Nebraska’s Assessment Process • Which assessments? • AEPS • Creative Curriculum • High Scope COR for Infants/ Toddlers & Preschoolers

  10. Nebraska’s Assessment Process Process for parent input? • Parents provide input during the assessment process How is the assessment information “transformed”? • Working with publishers to determine feasibility of computer-based formulas

  11. Nebraska’s Assessment Process • When is entry data being collected? • Considering that data will collected within the 45-60 days after referral

  12. What Counts: Measuring benefits of Early Intervention in Hawai`i Number of reporting categories

  13. Decision & Rationale • Use ECO 5 categories • maintained typical functioning • made progress to achieve typical functioning • moved nearer to typical functioning D.made progress but not enough to move nearer to typical functioning E. did not make progress • Program improvement

  14. Number of Reporting Categories in NE • Four Categories • OSEP’s 3 categories • Plus % of children who attain typical development

  15. What Counts: Measuring benefits of Early Intervention in Hawai`i Data Collection interval

  16. What Counts: Measuring benefits of Early Intervention in Hawai`i • Data collection intervals & rationale • At every IFSP: initial, review, annual • At end of IFSP meeting • Starting when child is at least 4 months old

  17. NE Data Collection Schedule • Districts will be mandated to report entry and exit data • Districts will be encouraged follow publishers guidelines for frequency of assessments

  18. What Counts: Measuring Benefits of Early Intervention in Hawai`i • Getting data to state • Simpler than most states? • More difficult than many states? • Individual child scores will come to state with “enough information”

  19. NE: Importing Data to the State • Considering using the publisher’s internet system at the state level

  20. Next Steps for What Counts • STEP 1: Pilot-test the What Counts measurement strategy at 3 programs on O`ahu:·Nov. Recruit programs • Dec. Train Program Staff • Jan thru Feb conduct pilot and collect feedback

  21. Next Steps, continued • Step 2: Revise procedures as indicated by pilot data and feedback; Develop system for sending data “up the chain”; Develop data analysis & reporting routines. Decide what additional data we will collect • Step 3: Initial implementation in 3 communities starts April 1, 2006.

  22. And another BIG step • October 1, 2006: • ALL programs start measuring child benefits at each IFSP • Data used for OSEP reporting + • Training planned to maximize usefulness of results to programs

  23. Nebraska's Roll Out Plans • Pilot sites will be volunteer to send in entry data on newly enrolled children as of April 1, 2006 • All districts will begin to collect entry data on newly enrolled children as of September 1, 2006

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