2. CHILD OUTCOMES BASELINE AND TARGETS FOR INDICATOR 7 ON THE STATE PERFORMANCE PLAN State Advisory Panel for Exceptional Children November 12, 2009 January 14, 2010 Preschool children with IEPs demonstrate improved: Positive social-emotional skills Acquisition and use of knowledge and skills Use of appropriate behaviors to meet their needs

3. Outcomes Accountability framework Partnership project OSEP categories – a review Summary statements and calculations –Local reports Data errors Program evaluation analysis Baseline/targets

4. ACCOUNTABILITY Where does this performance measure fit in the big picture?

5. Accountability Framework Early Childhood Program Capacity Measures Curriculum-Embedded Performance Measures Child and Family Outcome Measures Aligned with P-12 Content Standards

6. Accountability Framework Early Childhood Program Capacity Measures Curriculum-Embedded Performance Measures Child and Family Outcome Measures Aligned with P-12 Content Standards Literacy: GGG and KRA-L Early Childhood Outcomes Summary Parent Survey Health and Developmental Screenings Tools for Alignment to the Early Learning Content Standards IEP Outcomes ELLCO: Early Language and Literacy Classroom Observation ELLRT: Early Language and Literacy Reflection Tool Self-Assessment Tools

7. Child Outcomes Preschool children with IEPs demonstrate improved: –Positive social-emotional skills –Acquisition and use of knowledge and skills –Use of appropriate behaviors to meet their needs

8. Early Childhood Outcomes Center OSEP-funded technical assistance project Developed three summary measures Developed summary form for reporting –38 out of 59 states/territories using this form Developed crosswalk translating entry/exit scores to OSEP categories Developed summary statements reported in Annual Performance Report (APR) Analyzes all APRs submitted annually and provides summary report

9. Early Childhood Outcomes Center Ohio one of seven partner states (competitive application) to develop accountability framework for this indicator ECO Center – specific work with Ohio –Analysis of outcomes data –Professional development on data accuracy and quality –Measurement scale appropriate for use across public preschool and special education –Recommendations for data collection

10. The Basics of Quality Data and Target Setting Early Childhood Outcomes (ECO) Center National Early Childhood Technical Assistance Center (NECTAC) Workshop 1: December 5, 2009

11. Goal of Early Intervention/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. Early Childhood Outcomes Center, http://www.fpg.unc.edu/~eco/pdfs/eco_outcomes_4-13-05.pdf

12. Child Outcomes Outcome 1: Positive social emotional skills (including positive social relationships) The intended meaning: Using social/emotional, language, cognitive (etc.) skills to have positive social relationships Early Childhood Outcomes Center

13. Child Outcomes Outcome 2: Acquisition and use of knowledge and skills (including early language/ communication [and early literacy]) The intended meaning: Using cognitive, language (etc.) skills to reason, problem solve and understand their physical and social worlds Early Childhood Outcomes Center

14. Child Outcomes Outcome 3: Use of appropriate behaviors to meet their needs The intended meaning: Using motor, language, social, cognitive (etc.) skills to successfully take care of themselves and their needs Early Childhood Outcomes Center

15. 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 level nearer to same-aged peers but did not reach it d.Improved functioning to reach level comparable to same-aged peers e.Maintained functioning at level comparable to same- aged peers Early Childhood Outcomes Center

16. Key Concepts Related to Progress Categories Progress categories require two data points for each child Based on growth trajectories Compare child to himself or herself over time Compares each child to age expectations Early Childhood Outcomes Center

17. FUNCTIONINGFUNCTIONING

18. The “a” Category a.Percent of Part C/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

19. EntryExit

20. Entry Exit

21. The “b” Category b.Percent of Part C/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 same rate throughout their time in 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

22. EntryExit

23. Entry Exit

24. EntryExit

25. The “c” Category c. Percent of Part C/preschool children who improved functioning to 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 program –Made progress toward catching up with same aged peers but were still functioning below age expectations when they left program –Changed growth trajectories – “narrowed the gap” Early Childhood Outcomes Center

26. EntryExit

27. The “d” Category d.Percent of preschool children who improved functioning to reach level comparable to same-aged peers –Children who were functioning below age expectations when they entered 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

28. EntryExit

29. The “e” Category e.Percent of Part C/preschool children who maintained functioning at level comparable to same-aged peers –Children who were functioning at age expectations when they entered program and were functioning at age expectations when they left –Entered program at age expectations and were still up with age expectations at exit Early Childhood Outcomes Center

30. EntryExit

31. EntryExit

32. Summary Statement Data Required Summary Statement 1: Of those children who entered or exited program below age expectations in each Outcome, percent who substantially increased their rate of growth by time they exited program. Required Summary Statement 2: Percent of children who were functioning within age expectations in each Outcome by time they exited program. Early Childhood Outcomes Center

33. Summary Statement 1 359 (a, b, c and d) or 46 percent of children entered or exited program functioning below age expectations 425 (e) or 54 percent of children entered and exited functioning at age expectations Prog cat #% a 172 b 10614 c 679 d 16922 e 42554

34. Percent of Children Who Made Greater than Expected Progress Prog cat #% a 172 b 10614 c679 d16922 e 42554 236 (c and d) of 359 (a, b, c, and d) changed growth trajectories (made greater than expected progress) 236 359 = 66%

35. Percent Who Exited at Age Expectations 169 + 425 784 = 76% 22 percent of children reached age expectations by exit and 54 percent of children entered and exited at age expectations Prog cat #% a 172 b 10614 c679 d16922 e 42554 total 784

36. Data, Evidence, Results Usually they are what they are Not debatable

37. Inference, Interpretation But what do data mean? Good news? Bad news? Debatable – even reasonable people can reach different conclusions May be question of data quality To reach an inference, sometimes analyze data in other ways (ask for more evidence)

38. Action Given interpretation of evidence, what should be done? Recommendations or action steps Action can be debatable – and often is Again, sometimes action is to improve quality of data

40. Indicator 7: Early Childhood Outcomes Indicator 7: Early Childhood Outcomes SAPEC November 2009 Baseline and Targets – Re-Analysis Re-analysis of data changes baseline and proposed new targets. Revised information for SAPEC consideration and approval during January 2010 meeting. This data in February 2010 APR. Summary Statements (% of children) BaselineTarget FFY 2009 Target FFY 2010 Positive Social-Emotional Skills Of those children who entered program below age expectations in Outcome 1, percent who substantially increased their rate of growth by time they turned 6 years of age or exited program 64.7%65%66% Percent of children functioning within age expectations in Outcome 1 by time they turned 6 years of age or exited program47.4%48%49% Acquisition and Use of knowledge and skills Of those children who entered program below age expectations in Outcome 2, percent who substantially increased their rate of growth by time they turned 6 years of age or exited program 65.9%67%68% Percent of children who were functioning within age expectations in Outcome 2 by time they turned 6 years of age or exited program 45.7%45%47% Use of appropriate behaviors to meet needs. Of those children who entered the program below age expectations in Outcome 3, percent who substantially increased their rate of growth by time they turned 6 years of age or exited program 66.94% 65% 67% Percent of children who were functioning within age expectations in Outcome 3 by time they turned 6 years of age or exited program 59.24%58%60%

41. Outcome 1 Outcome 2Outcome 3