Presentation on theme: "Early On® Michigan Child Outcomes"— Presentation transcript:
1Early On® Michigan Child Outcomes Measuring Child Outcomes: Am I following the correct recipe?
2What is an Outcome?An “outcome” is defined as a benefit experienced as a result of services received.Thus an outcome is neither the receipt of services nor satisfaction with services,but rather something thathappens becauseservices are provided.Source: ECO Center
3Why Do We Need To Measure And Report Early Childhood Outcomes? Federal attention to accountability2003 Program Assessment Rating Tool (PART)2003 Early Childhood Outcomes Center (ECO Center)2004 IDEIA reauthorization – SPP/APR
4Early On Child Outcomes: SPP Indicator 3 The overarching goal for all children is to be active and successful participants now and in the future, in a variety of settings: 1. Children have positive social relationships. 2. Children acquire and use knowledge and skills. 3. Children take appropriate action to meet their needs.
5Functional Outcomes:“The three childhood outcomes are functional in that they reflect a child’s ability to take meaningful action in the context of everyday living.”“The outcome areas cross developmental domains, emphasizing the integration of skills and behaviors across domains for meaningful action.”Source: ECO Center
6A Puzzle8, 5, 4, 1, 7, 6, 3, 2Where does 9 go?Where does 0 go?
7How Will The Early Childhood Outcomes Be Measured? Data SourcesData from one or more assessment toolsObservationFamily InputFrequency of MeasurementENTRY data within 90 days of enrollment dateEXIT data within 90 days of exit date(if enrolled for at least 6 continuous months)
8For Each Child Enrolled In Early On (referred before 2.5 years old) Domain/Skill-based informationComprehensive Developmental AssessmentOther Assessment information (if available)Rating for Functional Outcome 1DetermineRatingRating for Functional Outcome 2Functioning across settings and situationsObservationParent InputRating for Functional Outcome 3Remember: Need to be able to quantify to aggregate.
9How Will The Early Childhood Outcomes Be Measured? Rating Scale1234567Not YetEmergingSomewhatCompletely
10How Will the Early Childhood Outcomes Be Measured? 1Not YetChild does not yet show functioning expected of a child his or her age in any situation. Child’s skills and behaviors also do not yet include any immediate foundational skills upon which to build age appropriate functioning. Child’s functioning might be described as that of a much younger child.2Between Not Yet& EmergingSome of the foundational skills are there, though not all the immediate foundational skills.3EmergingChild does not yet show functioning expected of a child of his or her age in any situation. Child’s behavior and skills include immediate foundational skills upon which to build age appropriate functioning. Functioning might be described as like that of a younger child.4Between Emerging& SomewhatImmediate foundational skills are in place, and child has demonstrated age appropriate skills once or twice, perhaps not deliberately.5SomewhatChild shows functioning expected for his or her age some of the time and/or in some situations. Child’s functioning is a mix of age appropriate and not appropriate functioning. Functioning might be described as like that of a slightly younger child.6Between Somewhat& CompletelyChild’s functioning generally is considered appropriate for his or her age but there are some concerns about the child’s functioning in this outcome area.7CompletelyThe child shows functioning expected for his or her age in all or almost all everyday situations that are part of the child’s life. Functioning is considered appropriate for his or her age. No one has any concerns about the child’s functioning in this outcome area.
11Most of the assessment information under ‘functioning that shows immediate foundational skills,’ and just one piece of information under ‘functioning that will lead to immediate foundational skills’ – would document a rating of ‘3.’ A rating of 3 means that the child uses immediate foundational skills across settings and situations most of all of the time. Documentation with the entries reversed – lots of info entered in the first box, and a few pieces of information in the second box – would support a rating of ‘2.’ A rating of 2 means that the child only rarely uses immediate foundational skills.
13Children have positive social relationships Involves:Relating with adultsRelating with other childrenFor older children, following rules related to groups or interacting with othersIncludes areas like:Attachment/separation/autonomyExpressing emotions and feelingsLearning rules and expectationsSocial interactions and play
14Children acquire and use knowledge and skills InvolvesThinkingReasoningRememberingProblem solvingUsing symbols and languageUnderstanding physical and social worldsIncludes:Early concepts—symbols, pictures, numbersImitationObject permanenceExpressive language and communicationEarly literacy
15Children take appropriate action to meet their needs Involves:Taking care of basic needs (e.g., hunger, warmth, security)Getting from place to placeUsing tools (e.g., fork, toothbrush, crayon)In older children, contributing to their own health and safetyIncludes:Integrating motor skills to complete tasksSelf-help skills (e.g., dressing, feeding, grooming,toileting, household responsibility)Acting on the world to get what one wants
16Including Families in the Discussion Family input is critical:Yes - That they will be able to provide rich information about their child’s functioning across settings and situationMaybe but not necessarily – That they will know whether their child is showing age appropriate behaviorEarly Childhood Outcomes Center
17Involving Families in a Conversation about Their Child Avoid jargonAvoid questions that can be answered with a yes or no“Does Anthony finger feed himself?”Ask questions that allow parents to tell you what they have seen“Tell me about how Anthony eats”Early Childhood Outcomes Center
19Quality Review of COSF Team Discussion Does the team describe the child’s functioning, rather than just test scores? Does the discussion include the child’s full range of functioning, including skills and behaviors that are age appropriate, immediate foundational, and leading to immediate foundational?Early Childhood Outcomes Center
20What do we need to show?20When the data is aggregated, we hope to show that:as a State………for each Local Service Area……..……..Early On supports children to make developmental progress (measured in comparison to same-aged peers).20
21Hypothetical Language Acquisition Rates for Three Groups of Children: Change in Developmental Trajectory (Progress toward Closing the Gap)