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Early Childhood Outcomes (ECO) & Using The Desired Results Developmental Profile 2010 (DRDP-PS 2010) Special Education Administrator's Conference 2014.

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Presentation on theme: "Early Childhood Outcomes (ECO) & Using The Desired Results Developmental Profile 2010 (DRDP-PS 2010) Special Education Administrator's Conference 2014."— Presentation transcript:

1 Early Childhood Outcomes (ECO) & Using The Desired Results Developmental Profile 2010 (DRDP-PS 2010) Special Education Administrator's Conference 2014 Missouri Department of Elementary and Secondary Education September 22-23, 2014

2 Your presenters…  Ginger Henry, Director  Effective Practices, Office of Special Education  Mary Corey, Director  Special Education Data, Office of Data System Management  Jennifer Hollman, Supervisor  Effective Practices, Office of Special Education  Pam Williams, Coordinator  Special Education Services, Office of Special Education 2

3 Outcomes for this Session Participants will be provided  Basic information on Early Childhood Outcomes (ECO), including why, how and when data is collected and reported.  Information on using Desired Results Developmental Profile 2010 (DRDP-PS 2010) for ECO.  Resources where additional information on ECO and DRDP-PS (2010) can be found. 3

4 What is ECO and Why We Measure It 4

5 What ECO is... 5 A process of using a variety of information in order to:  Identify the child’s abilities upon entrance into Early Childhood Special Education (ECSE),  Determine the child’s progress throughout the program,  Identify the child’s abilities upon exiting ECSE, In three areas: 1. Positive social-emotional skills 2. Acquisition and use of knowledge and skills 3. Use of appropriate behaviors to meet their needs

6 The Ultimate or Overarching Goal is:  To enable young children with disabilities 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, preschool or school programs, and in their community. 6

7 Why do you need to measure Child Outcomes?  Inform Program Planning and Development  Data ‐ based planning can improve services and outcomes for young children  Communicate with Families about Child’s Progress  Early childhood outcome results can be used to inform parents and other stakeholders  Report Program Information  Age of Accountability (NCLB, OSEP SPP) 7

8 What Does DESE Do with ECO?  Indicator 7 of the Missouri Special Education State Performance Plan (SPP) requires us to report the percent of preschool children aged 3 through 5 with IEPs who demonstrate improved:  A. Positive social-emotional skills (including social relationships);  B. Acquisition and use of knowledge and skills (including early language/communication and early literacy); and  C. Use of appropriate behaviors to meet their needs. (20 U.S.C. 1416 (a)(3)(A)) 8

9 State Systemic Improvement Plan (SSIP)  Indicator 17 of State Performance Plan requires states to develop an improvement plan to ensure positive outcomes for children & youth with disabilities  Requires states to have a State Identified Measureable Result (SIMR)—for Missouri it is ELA and Math achievement grades K-12  Positive outcomes begin at the earliest of ages. To show progress in school, we must focus on positive, measureable outcomes for preschool children 9

10 ECO Data Process 10

11 How is ECO information collected? 11 Information collected for ECO must include:  Three sources of information, including parent input, professional observation and assessment results (informal and/or formal measures)  Functional abilities, or meaningful information about the child with an emphasis on how the child is able to integrate behaviors and skills  Information that reflects the child’s typical, everyday functioning across multiple settings Missouri Outcomes Summary Sheet (MOSS) form is a tool to help synthesize the child outcome information to create an ECO rating.

12 What happens after you collect the information? 12  The next step is to determine a rating for the child. This can be done using the ECO Rating Decision Tree with the MOSS or the DRDP- PS and crosswalk.  Missouri uses a 5-point scale with rating descriptions of: 1 – (does not attempt) 2 – (attempts if prompted) 3 – (some of the time) 4 – (most of the time) 5 – (all of the time/typical)

13 How do I determine a rating with the Rating Tree? 13

14 What Happens After the Rating is Complete? 14  DESE synthesizes the data to calculate summary statements which are compared to state targets in the State Performance Plan (SPP).  Statement 1: Children entered program below age expectation, substantially increased rate of growth by the time they exited program.  Statement 2: Children functioning within age expectation by the time they exited program.  State-level data are reported in the Part B Annual Performance Report (APR)  Local-level data are reported in the Part B district profiles

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24 New Changes to ECO Collection 24

25 When is ECO collected? 25 All children ages 3-prek5 with an IEP (with the potential to be in a program at least 6 months) receive ECO ratings. Previously: ENTRY FOR ECSE  ECSE collects information once child is determined eligible. The date of the ECSE entry is the initial IEP date or within 30 days from start of IEP services. EXIT FOR ECSE  ECSE collects information to rate the child for ECSE exit. The date of ECSE exit rating is within 30 days before the child leaves ECSE.

26 When is ECO collected?  New Guidance: (Aligned with DRDP-PS 2010)  FOR ENTRY The first collection for children enrolled at the beginning of the program year shall be completed by the end of October. For children entering after the program year begins, the first collection shall be completed within 60 days of entering the program.  FOR EXIT The last collection shall be completed by the end of the program year (not required if the first collection was administered less than 60 days prior to the end of the program year.) 26

27 DRDP-PS (2010) 27

28 DRDP-PS (2010)  The Desired Results Developmental Profile is designed for teachers to observe, document, and reflect on the learning, development, and progress of children, in early learning programs.  Approved by State Board of Education as state school readiness tool. 28

29 Using the DRDP-PS (2010) for ECO 29  The Desired Results Developmental Profile-Preschool 2010 (DRDP-PS 2010) is specifically designed for measuring child progress toward ECO outcomes.  DRDP-PS (2010) requires ratings of developmental levels to be completed twice a year, at the beginning and end of the program year.  DESE is encouraging districts to use the DRDP-PS (2010) to inform their ECO ratings.  A crosswalk has been developed for the DRDP-PS (2010) to use to create ECO ratings which will be available soon on the ECO webpage.

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31 Advantages for using DRDP 31  The DRDP-PS (2010)…  Helps organize all of the information needed to create an ECO rating.  Addresses all three areas of child development on one assessment tool.  Approved by State Board of Education as state school readiness tool.  Will be used by other EC programs in state—MPP, Title I, Head Start, Community-based preschools.  DRDP-PS instrument is free (DRDPtech has a fee that is reimbursable for ECSE).

32 DRDPtech 32 TM

33 DRDPtech  Helps the Early Child staff record and monitor children’s progress over time.  Staff is able to enter observational notes as well as rating information.  This allows assessment information to be entered at one time, or added over the course of days and weeks.  Easily viewable results for individual children and groups of children by classroom, site and LEA.  DRDPtech compiles data in one place and helps to inform development of curriculum for both individual children and/or groups of children.  Longitudinal information can be maintained for a child as she/he progresses on the developmental continuum and over the course of years.  Supports continuous program improvement.  Teaching staff and program administration may work together and can quickly review results, create reports, compare and analyze data, identify program needs and plan next steps. 33 TM

34 Key Points 34

35 Key Points...  ECO measures the progress of children in your ECSE program  ECO results are used for a variety of purposes, including OSE to use for annual SPP/APR.  It is important to use reliable assessments and data to inform your ECO ratings so they are as accurate as possible.  If you would like to use the DRDP-PS, ALL staff that will be administering it must be trained on administration of the instrument.  Training dates can be found on MyLearningPlan.com or contact your local Regional Professional Development Center. Currently there are 19 sessions available throughout the state. 35

36 DESE Webinars, FAQs and National Resources  More information on ECO http://dese.mo.gov/data-system- management/special-education-data/early-childhood-outcomes-eco-traininghttp://dese.mo.gov/data-system- management/special-education-data/early-childhood-outcomes-eco-training  Funds Guidance http://dese.mo.gov/financial-admin-services/special- education-finance/early-childhood-special-education-financehttp://dese.mo.gov/financial-admin-services/special- education-finance/early-childhood-special-education-finance  More information on DRDP-PS (2010) http://dese.mo.gov/early-extended- learning/early-learning/school-readiness-toolhttp://dese.mo.gov/early-extended- learning/early-learning/school-readiness-tool  DEC-Division of Early Childhood  NAEYC-National Association for the Education of Young Children  ECTA- National Early Childhood Technical Assistance Center ectacenter.org 36

37 Questions?? 37

38 Additional Questions? 38 Jennifer Hollman, ECSE Supervisor Effective Practices Office of Special Education jennifer.hollman@dese.mo.gov Mary Corey, Director, Special Education Data, Office of Data System Management mary.corey@dese.mo.gov


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