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Overview to Measuring Early Childhood Outcomes

Overview to Measuring Early Childhood Outcomes. Ruth Littlefield, NH Department of Education Lynne Kahn, FPG Child Dev Inst November 16, 2009. In the Beginning- Federal Accountability. 1994 Government Performance and Results Act (GPRA) 2002 Performance Assessment Rating Tool (PART)

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Overview to Measuring Early Childhood Outcomes

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  1. Overview to Measuring Early Childhood Outcomes Ruth Littlefield, NH Department of Education Lynne Kahn, FPG Child Dev Inst November 16, 2009

  2. In the Beginning- Federal Accountability • 1994 Government Performance and Results Act (GPRA) • 2002 Performance Assessment Rating Tool (PART) • 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

  3. Early Childhood Outcomes 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 to assist states with the implementation of high-quality outcomes systems for early intervention and preschool special education programs. Provide TA to states, as needed, in measuring child and family outcomes 3

  4. The Development of Outcome Statements • 2004-early 2005: ECO generates discussion and gathers input on child and family outcomes • Summer 2005: OSEP announces the child and family outcomes States must report on through their SPP/APRs Early Childhood Outcomes Center

  5. Goal of Early Childhood Special Education “…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, in preschool or school programs, and in the community.” (from Early Childhood Outcomes Center, http://www.fpg.unc.edu/~eco/pdfs/eco_outcomes_4-13-05.pdf)

  6. Three Child Outcomes Percent of children who demonstrate improved: • 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

  7. A. Positive Social-Emotional Skills • Involves: • Relating with adults • Relating with other children • For older children, following rules related to groups or interacting with others • Includes areas like: • Attachment/separation/autonomy • Expressing emotions and feelings • Learning rules and expectations • Social interactions and play Early Childhood Outcomes Center

  8. B. Acquire and Use Knowledge and Skills • Involves: • Thinking • Reasoning • Remembering • Problem solving • Using symbols and language • Understanding physical and social worlds • Includes: • Early concepts—symbols, pictures, numbers, classification, spatial relationships • Imitation • Object permanence • Expressive language and communication • Early literacy Early Childhood Outcomes Center

  9. C. Use Appropriate Behavior to Meet Their Needs • Involves: • Taking care of basic needs • Getting from place to place • Using tools (e.g., fork, toothbrush, crayon) • In older children, contributing to their own health and safety • Includes: • Integrating motor skills to complete tasks • Self-help skills (e.g., dressing, feeding, grooming, toileting, household responsibility) • Acting on the world to get what one wants Early Childhood Outcomes Center

  10. Meeting Needs (Continued) • Includes • Integrating various skills (gross motor, fine motor, communication skills) to complete tasks • Self help skills (feeding, dressing, toileting, household task) • Acting on the world to get what he or she wants • Not JUST acting on the world: takes APPROPRIATE action to meet needs Early Childhood Outcomes Center

  11. NH ECSE approach to collecting information on the outcomes • Outcomes are functional– • Each outcome is integrated across domains • NH chose to use authentic assessments • Data can be used for planning for individuals and groups • And analyzed for OSEP reporting Early Childhood Outcomes Center

  12. Reporting Child Progress • December 2005: States submit plans via SPP on how they will collect outcome data • September 2006: OSEP finalizes the child outcome reporting categories Early Childhood Outcomes Center

  13. Child Progress- the % 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 Early Childhood Outcomes Center

  14. Key Concepts Related to Progress Categories • Progress categories require 2 data points for each child, • are based on growth trajectories, • compare a child to him or herself over time, and also compare each child to age expectations Early Childhood Outcomes Center

  15. The “a” category a. Percent of preschool children who did not improve functioning • Children who acquired no new skills or regressed during their time in the program • Didn’t gain or use even one new skill • Children with degenerative conditions/ significant disabilities Early Childhood Outcomes Center

  16. Entry Exit Early Childhood Outcomes Center

  17. Entry Exit Early Childhood Outcomes Center

  18. The “b” category b. Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers • Children who acquired new skills but continued to grow at the same rate throughout their time in the program • Gained and used new skills but did not increase their rate of growth or change their growth trajectories while in services Early Childhood Outcomes Center

  19. Entry Exit Early Childhood Outcomes Center

  20. Entry Exit Early Childhood Outcomes Center

  21. Entry Exit Early Childhood Outcomes Center

  22. The “c” category c. Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it • Children who acquired new skills but accelerated their rate of growth during their time in the program • Made progress toward catching up with same aged peers but were still functioning below age expectations when they left the program • Changed their growth trajectories --“narrowed the gap” Early Childhood Outcomes Center

  23. Entry Exit Early Childhood Outcomes Center

  24. The “d” category d. Percent of preschool children who improved functioning to reach a level comparable to same-aged peers • Children who were functioning below age expectations when they entered the program but were functioning at age expectations when they left • Started out below age expectations, but caught up while in services Early Childhood Outcomes Center

  25. Entry Exit Early Childhood Outcomes Center

  26. The “e” category e. Percent of preschool children who maintained functioning at a level comparable to same-aged peers • Children who were functioning at age expectations when they entered the program and were functioning at age expectations when they left • Entered the program at age expectations and were still up with age expectations at exit Early Childhood Outcomes Center

  27. Entry Exit Early Childhood Outcomes Center

  28. Entry Exit Early Childhood Outcomes Center

  29. States Submit Data to OSEP in their Performance Reports • Feb 2007: “status at entry” data • Feb 2008: child progress data for children who exited 7/1/06 through 6/30/07 • Feb 2009: child progress data for children who exited 7/1/07 through 6/30/08 Early Childhood Outcomes Center

  30. Number of Children Included in Feb ‘09 SPP/APR Data Part C (56) Range: 5-6452 <30 = 3 30-99= 10 100-499= 25 500-999= 6 1000+ = 12 Preschool (59) Range: 3-10157 <30 = 3 30-99 = 9 100-499= 14 500-999= 10 1000+ = 22

  31. Setting Targets for Improving Child Outcomes • 2008 and 2009: State input into summary statements to be the basis of target setting • Currently: summary statements have been out for public comment, and are in SPP Measurement tables • February 2010: Baseline data and target setting on summary statements

  32. Current Focus across the Country • Understanding the summary statements • Ensuring that data is clean before making program changes based on it • Choosing/ developing strategies that will improve child outcomes Early Childhood Outcomes Center

  33. Summary Statement Data • Required Summary Statement 1: Of those children who entered or exited the program below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they exited the program. • Required Summary Statement 2: The percent of children who were functioning within age expectations in each Outcome by the time they exited the program.

  34. Example of State Progress Data for 2008-2009

  35. Where do the #s come from? 359 (a, b, c, and d) or 46% of the children entered or exited the program functioning below age expectations 425 (e) or 54% of the children entered and exited functioning at age expectations

  36. % of Children who made greater than expected progress 236 (c and d) of the 359 (a, b, c, and d) changed their growth trajectories (made greater than expected progress) 236 359 = 66%

  37. % who Exited at Age Expectations 22% of the children reached age expectations by exit and 54% of the children entered and exited at age expectations 169 + 425 784 = 76%

  38. What can we say about Outcome B in NH? • Outcome B: Acquiring and Using Knowledge and Skills- includes thinking, reasoning, problem solving, language and early literacy • 98% of children participating in ECSE made progress in this area while they were enrolled. • The 2% of children who did not make progress included children with the most severe disabilities and/or degenerative conditions. Can you describe them?

  39. What can we say about Outcome B in NH? • 54% of the children participating in ECSE were functioning at age expectations at entry and at exit in this outcome area. Can you describe them? • 76% of the children were functioning at age expectations in this outcome area when they exited the program. (summary statement 2) • 22% started out behind and caught up • 54% entered and exited at age expectations

  40. What can we say about Outcome B in NH? • 66% of the children who entered the program below age expectations made greater than expected gains, made substantial increases in their rates of growth. i.e. changed their growth trajectories (summary statement 1)

  41. Setting Targets for NH ECSE • Examine data • Data quality • Potential for program improvement • Determine what percentages to set for targets for FFY09 and FFY10

  42. Timelines • In Feb, 2010, in SPP format: • Baseline • Targets for 2 reporting years • Improvement activities for 2 reporting years • In Feb, 2011 and 2012, in APR format • Actual data, progress and slippage, etc. • Local reporting of [summary statement %s]

  43. Timelines (continued) • In Feb, 2011 and Feb, 2012, in public reporting format (District Data Profiles) Compare District Data to State Targets • Spring 2010, 2011 and 2012: District Determinations for the Implementation of IDEA to include timely and accurate data submission for preschool outcomes Early Childhood Outcomes Center

  44. Baseline and Targets: Typical Timelines

  45. OR Baseline and Target can be Revised in Feb, 2011

  46. Next Steps for NH • Districts • continue to complete assessments and enter data • use data to inform local practice Early Childhood Outcomes Center

  47. Next Steps • State • sets targets for FFY 2010 and FFY 2011 • December 15, 2009 • participates in national events • implements improvement activities • POMS Professional Development and Technical Assistance Plan • Data Quality Analysis Early Childhood Outcomes Center

  48. For more information • www.ed.state.nh.us/education/ • http://ptan.seresc.net/ • www.the-eco-center.org

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