1 / 17

Analyzing Progress of Children in Early Childhood Special Education (ECSE) Programs

This presentation provides an overview of the assessment process for approximately 46,000 children in Early Childhood Special Education (ECSE) programs, focusing on Indicator 7, which measures their progress. It discusses the use of the DRDP access and DRDP R instruments, and the need for meaningful growth indicators despite varying service durations and intensities. Initial findings suggest that most children maintain or make progress, with less than 2% showing skill loss. Correlation between growth in different developmental areas is explored to identify comprehensive growth trends.

norman
Télécharger la présentation

Analyzing Progress of Children in Early Childhood Special Education (ECSE) Programs

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ISES Presentation Slides

  2. Context & Background • Approximately 46,000 children are assessed two times per year • This data is used to support Indicator 7 results • One of two instruments are used to make progress determinations • The DRDP access or • The DRDP R

  3. What is Indicator 7? • Indicator 7 reports the progress of children served in ECSE programs across State funded programs • Progress Statements & Summaries are made for three OSEP indicators • Social-Emotional Development (OSEP 1) • Early Learning (OSEP 2) • Behaviors to Meet Needs (OSEP 3)

  4. Demographics of the ’09 ECSE Exiting Cohort

  5. Demographics of the ’09 ECSE Exiting Cohort

  6. Looking at Statewide Growth & Progress • Growth is hard to pin-down because of a few factors that are unique to ECSE programs: • Duration of ECSE services varies: Children enter at different times in their early school careers. Service delivery is not-standardized. • Intensity of ECSE services varies: some children receive more services for a longer period of time • Child Level Skills and Abilities Vary: Children enter ECSE programs with a wide range of skills and abilities

  7. Still we persist… • Despite these barriers, CDE is investigating and analyzing data to create some meaningful growth indicators • Some initial findings include the following: • As expected, very few children lose skills during their ECSE programs • Unofficial estimates suggest that less than two percent of children show lack of progress • Nearly all children show evidence of maintenance and progress towards state Standards

  8. OSEP 1 Growth Table

  9. OSEP 2 Growth Table

  10. OSEP 3 Growth Table

  11. OSEP 1

  12. OSEP 2

  13. OSEP 3

  14. Growth relationship between the indicators • Growth one OSEP area is also mediated by a child’s growth level in the other OSEP areas • The following correlation matrixes show that growth in one area corresponds to growth in other areas

  15. Growth Correlations by Instrument

  16. General Summary of Some Growth Trends • Growth across domains is highly correlated • Further investigation is necessary to look at the growth-by-entry analysis • For all practical purposes, we expect more growth on the R instrument when we examine the exiting cohort • Its scaled differently • Typically children are higher functioning

More Related