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Building a national system to measure child and family outcomes from early intervention Early Childhood Outcomes Center International Society on Early.

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Presentation on theme: "Building a national system to measure child and family outcomes from early intervention Early Childhood Outcomes Center International Society on Early."— Presentation transcript:

1 Building a national system to measure child and family outcomes from early intervention Early Childhood Outcomes Center International Society on Early Intervention New York City, May 2011

2 ECO Presenters and Affiliations Early Childhood Outcomes Center2 SRI International Lauren Barton Kathleen Hebbeler Sangeeta Mallik Donna Spiker Frank Porter Graham Child Development Institute Lynne Kahn RTI International Donald Bailey Melissa Raspa

3 Identifying a National Set of Child and Family Outcomes Kathleen Hebbeler Lynne Kahn Donna Spiker Sangeeta Mallik Lauren Barton International Society on Early Intervention New York City, May 2011

4 Why does the U.S. government want data on child outcomes? Government Performance and Results Act (GPRA) Program Assessment Rating Tool (PART) Individuals with Disabilities Education Act (IDEA) Early Childhood Outcomes Center

5 Requires goals and indicators be established for IDEA Indicators and data collection for school age population included data on outcomes Previously, for early childhood data had been collected on: Number of children served (Early intervention, 0-3) Settings (both EI and Early Childhood Special Education, 3-5) Government Performance and Results Act (GPRA) passed in 1993

6 Early Childhood Outcomes Center 130 programs examined in 2002; 50% programs had no performance data Programs looking at inputs, not results Included Part C (0 to 3) and Part B Preschool (3 to 5) OSEP: PART evaluation results (2002) 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 *Office of Management and Budget **Office of Special Education Programs

7 Early Childhood Outcomes Center 7 SEC > MONITORING, TECHNICAL ASSISTANCE, AND ENFORCEMENT. (a) Federal and State Monitoring.- ….. (2) Focused monitoring.--The primary focus of Federal and State monitoring activities described in paragraph (1) shall be on-- ``(A) improving educational results and functional outcomes for all children with disabilities; Also Individuals with Disabilities Education Act (IDEA) emphasizes results

8 The Development of the Outcome Statements 8 Early Childhood Outcomes Center 2004-early 2005ECO gathered input on child and family outcomes Summer 2005OSEP announced the child and family outcomes States must report on through their State Performance Plans/Annual Performance Reports (SPP/APR)

9 Process of Gathering Input Series of stakeholder meetings over 15 months –What criteria should the outcomes embody? –What are the outcomes for which these programs should be held accountable? State administrators, researchers, families of children with disabilities, professional organizations, advocates weighed in 9Early Childhood Outcomes Center

10 Some of the considerations and criteria that emerged Apply to the entire birth through 5 age span Apply to all children with disabilities Be compatible with best practice (esp. transdisciplinary service models, functional behaviors) Have potential to influence practice in a positive way Be readily understood 10Early Childhood Outcomes Center

11 Final Steps ECO posted the draft child and family outcomes on our web site for public comment Based on input received, in February 2005 ECO made recommendations to OSEP on what the outcomes should be. 11Early Childhood Outcomes Center

12 Overarching goal of EI/ECSE for children “…is 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, preschool or school programs, and in the community.” ECO Center, Family and Child Outcomes for Early Intervention and Early Childhood Special Education 12

13 Three Child 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 13 Early Childhood Outcomes Center

14 Reporting on Child Progress 14 Early Childhood Outcomes Center December 2005States submit plans via SPP on how they will collect outcome data September 2006OSEP finalizes the child outcome reporting categories February 2007“Status at entry” data February Child progress data for children who exited 7/1/06 through 6/30/07

15 What States Report: OSEP Reporting Categories Percentage 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 3 outcomes x 5 “measures” = 15 numbers

16 Early Childhood Outcomes Center16

17 Reporting on Child Progress 17 Early Childhood Outcomes Center 2008 and 2009 State input into Summary Statements that will become the basis for target setting February Child progress data for children who exited 7/1/07 through 6/30/08 February Child progress data for children who exited 7/1/08 through 6/30/09. States set targets for Summary Statements.

18 The Summary Statements 1.Of those children who entered the program below age expectations in each outcome, the percent who substantially increased their rate of growth by the time they turned 3 [6] years of age or exited the program. 2.The percent of children who were functioning within age expectations in each outcome by the time they turned 3 [6] years of age or exited the program. 18Early Childhood Outcomes Center

19 Reporting on Child Progress 19 Early Childhood Outcomes Center February Child progress data for children who exited 7/1/09 through 6/30/10. States report on targets. 2011Summary statement data released for local programs.

20 Summary: National Picture Part C (0-3) and Part B Preschool (3-5) have gone from having no data in 2003 to 4 years worth of data by There are still issues with the data but it continues to improve because of state diligence. No other national early childhood program has this kind of information. No other program in the U.S. Department of Education has this kind of information. 20 Early Childhood Outcomes Center


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