Early Childhood Outcomes ECOS: What's Next from Forms to Utilization of Data

1. Early Childhood Outcomes ECOS:What's Next from Forms to Utilization of Data Nancy M. Kind Nssed Early Childhood Program administrator Pamela Reising Rechner Illinois State Board of Education Division of Early Childhood August 6, 2009 Selected materials from ISBE Early Childhood web page and webinar http://www.isbe.net/earlychi/html/ec_speced_outcomes.htm

2. Agenda • Background • New Early Childhood Outcomes Rating Form • One page • Revised Long Form • Early Childhood Outcomes - SIS Overview • District Student Outcomes Reporting using ECOS Ratings • Utilization of Data to Inform Instruction • ISBE Update Regarding ECOS August 2009

3. Early Childhood Outcomes Background Information August 2009

4. Early Childhood Outcomes - Background • Why Are We Doing This? • Federal mandate • High quality services for children and families that will lead to good outcomes • Driving Force for Data on Child Goals Comes from the Federal Level • Government Performance and Results Act (GPRA) • Program Assessment Rating Tool (PART) • Individuals with Disabilities Education Act (IDEA) August 2009

5. Early Childhood Outcomes - Background • How Office of Special Education (OSEP) responded • Required states to submit outcome data in their Annual Performance Report (APR) • Funded the Early Childhood Outcomes (ECO) Center to do research, make recommendations, and assist states • OSEP Reporting Requirements: The 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 August 2009

6. Early Childhood Outcomes - Background • Illinois - why we chose the ECO process • Compatible with recommended practices in early childhood assessment (NAEYC, DEC) • Combines different types of data, so that test scores are interpreted as part of a broader assessment system • Does not put undue weight on standardized assessments • Uses multiple data sources, including observations or ratings by parents and teachers, that emphasize functioning in everyday routines and contexts - authentic assessment • Existing data sources can be used as long as they include technically adequate assessments and support the decisions to be made • Designed to meet state and federal requirements for information needed for Annual Performance Report (APR) August 2009

7. New Early Childhood Outcomes Rating Form 1 Page Document August 2009

8. New Early Childhood Outcomes Rating Form 6 Page Document Revision August 2009

9. Decision Tree Updated August 2009

10. Early Childhood Outcomes SIS Overview August 2009

11. New ECOS data elements in SIS • Primary assessment tools • AEPS, Carolina, COR, CC Assessment, HELP, IGDI, TPBA, Work Sampling • For exit scores regarding children with speech onlyIEPs, no primary assessment is required, please choose code “09” • Children must be assessed with an age appropriate, authentic measure on an ongoing basis (Other assessments will be utilized to support the ratings but one of the assessments must be the primary assessment) August 2009

12. New ECOS data elements in SIS • Parent involvement in the rating – Parents should be involved in the rating process. Parent input should be taken into consideration for the rating • Team members – the rating process is a team process involving two or more individuals who know and/or have information on the child’s development

13. SIS Overview • What is the criteria that determines when Early Childhood Outcomes data needs to be reported? • Pre-K • IEP • Early Childhood Outcomes • Online • Batch • Text (Comma Delimited) • Excel Spreadsheet converted into a Comma-separated Value, CSV format Note: An ELL Excel template and tip sheet are available on the SIS website – www.isbe.net/sis • XML

14. Early Childhood Outcomes SIS– Requesting a File • How do I request my District’s Early Childhood Outcomes file? • Login to ISBE SIS via IWAS • Click the Request File link on the ISBE SIS Home Page • Select Early Childhood Outcomes from the drop down • The Early Childhood Outcomes file will be available for download via the ISBE SIS Download File link • A user may only place one request for each file type within a one hour time frame

15. Districts Next Steps • Review District Early Childhood Outcome Process • Review the IL Child Outcomes Summary Form • Review Early Childhood Outcomes reports (Summary & Detail) • Submit Early Childhood Outcomes data - online • Request an Early Childhood Outcomes File • Submit Early Childhood Outcomes Batch File August 2009

16. Early Childhood Outcomes – Transition from IWAS to SIS • Beginning August 1, 2009, all Early Childhood Special Education Outcomes data will be required to be submitted via SIS. • Beginning with School Year 2010 (2009-2010), SIS will prohibit Early Childhood students who have had IEPs from being promoted to Kindergarten if Early Childhood Outcomes exit ratings are not provided. • Beginning with School Year 2012 (2011-2012), SIS will prohibit Early Childhood students who have had IEPs from being promoted to Kindergarten if Early Childhood Outcomes entry and exit ratings are not provided. • For children who are exited from Early Childhood Special Education services with less than 6 months of service, the districts may use the entry ratings as the child’s exit rating. August 2009 16 March 2009

17. District Student Outcomes Reporting using ECOS Ratings NSSED Student Outcomes Data Collection Method Executive and Governing Board presentation July 2009 August 2009

18. NSSED Student Outcomes Vision • NSSED Cabinet and Program Administrators identify the need for a vision for student outcomes • Various vision models reviewed by leadership and stakeholders • Model for vision parallels the State of Illinois Early Childhood Outcomes Model

19. Program Differentiation • Early Childhood Program, Educational Life Skills Program and North Shore Academy all have very diverse student populations • No common assessment metric (technically adequate) for student outcomes could be identified • History of IEP Goal Attainment used for student outcomes • Data management concerns • Reliability concerns

20. NSSED Student Outcomes Vision NSSED helps students become successful, happy adults in home, school, work, and community by providing programs and services that ensure students: a) acquire/use knowledge and skills, b) interact well with others and have friends, c) take appropriate action to meet their needs, d) care about and contribute to society, and e) take actions to maintain health and wellness. NSSED is committed to collecting student outcome data in the following areas:

23. 2008-2009 Early Childhood Outcomes Teams Process for Exit Ratings • Knowledge of typical child development • Regular monitoring of child progress (e.g., Creative Curriculum.net®, IGDI’s) • Multiple sources of information • A structure for coming to team consensus • A clear team process • A matrix of sources of information related to required child outcome areas

24. 2008-2009 Early Childhood Outcomes Data Collection Method • Developed an Excel spread sheet to collect data from Exiting Students’ Ratings for Early Childhood Outcomes • Program Code • Entry Overall Rating • Entry Indicator Rating • Exit Overall Rating • Exit Outcome Indicator • Exit Code Growth • Years in Program

25. ISBE State Outcomes

26. ISBE State Outcomes

27. Creative Curriculum

28. Creative Curriculum

29. Utilization of Data to Inform Instruction Entrance data In-depth data analysis

30. Entrance Data Utilization • Provide educational teams entrance data on new students in all three Child Outcome Areas • Data Day • Two times a year each team meets to review current data • Teacher • SLP, OT, PT • Intervention Specialist, Program Supervisor, Program Administrator • Data to inform instruction • Data sources • Early Childhood Outcome data • Creative Curriculum.net data • IGDI’s

31. In-depth Data Analysis • Collect sub-area data using Excel • Administratively review cumulative data on student growth in each sub-area • Identify areas where students showed lack of growth or regression • Look at the impact of time in program on growth in each area • Look at the difference in growth between different types of programming • Prepare presentation for the School Boards on NSSED Student Outcome “Care about and contribute to society”

32. Embedding Outcomes Rating Information into Evaluation Reports • Organize Evaluation Report Headers to Match the Early Childhood Outcome Areas • Social-Emotional Development (Child Outcome Area #1-Positive Social Relationships) • Cognitive/Pre-academics (Child Outcome Area #2 – Acquire and Use Knowledge and Skills) • Adaptive Development/Functional Skills (Child Outcome Area #3 – Take Appropriate Action to Meet Own Needs) August 2009

33. Embedding Outcomes Rating Information into Evaluation Reports • Include A Summary Statement of Suggested ECO Ratings It is suggested the IEP team consider the following ratings to describe Amy’s current developmental skills upon entering early childhood: • Child Outcome Area #1-Positive Social Relationships – Amy uses age-appropriate skills some of the time across settings and situations. There is a mix of appropriate behaviors and skills. (Rating = 5) • Child Outcome Area #2 – Acquire and Use Knowledge and Skills – Amy displays skills within this area that are age appropriate. Due to social-emotional and speech delays, there continues to be concerns in this area. (Rating = 6) August 2009

34. ISBE ECOS Update Feb 2009 SPP/APR Feb 2010 SPP/APR 5 Reporting Categories Summary Statements School Report Card August 2009

35. Feb 2009 SPP/APR • 2nd time we reported progress data • Children who entered 05-06, 06-07, or 07-08 and exited 07-08 that had entry and exit data collected and have been in the program for at least 6 months • Reported on the 5 categories across the 3 outcomes area August 2009

36. Feb 2010 SPP/APR • 3rd time to report progress data • Children who entered 05-06, 06-07, 07-08, or 08-09 and exited 08-09 that have entry and exit data collected and have been in the program for at least 6 months. • Report on the 5 categories across 3 outcomes areas • This will be considered baseline data August 2009

37. Feb 2010 SPP/APR • Using data from the 5 reporting categories calculate 2 summary statements for the 3 outcome areas • Establish targets on the summary statements August 2009

38. 5 Reporting Categories • a. Did not improve functioning • b. Improved functioning but not enough to move closer 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 August 2009

39. Summary Statements • Statement 1. Of those children who entered the program below age expectations in the outcome, the percentage who substantially increased their rate of growth by the time they exited (c+d)/(a+b+c+d) August 2009

40. Summary Statements • Statement 2. The percentage of children who are functioning within age expectations by the end of the program (d+e) August 2009

41. School Report Card • 2008-2009 – EC Outcomes data will not be included in school report cards • 2009-2010 – EC Outcomes data will be included in school report cards August 2009