1. Early Childhood Outcomes Center1 Connecting the Three OSEP Family Outcomes with IFSP Outcomes and Local Practices Christina Kasprzak, NECTAC/ECO Connie Hawkins, PTAC at ECAC July 2010

2. Measuring Child and Family Outcomes Early Childhood Outcomes Center2 Session Focus: Using data to understand where improvements might be made Connecting improvement activities to provider skills and practices Practices to support improving family outcomes

3. Measuring Child and Family Outcomes Early Childhood Outcomes Center3 Using data for improvement E vidence I nference A ction

4. Measuring Child and Family Outcomes Early Childhood Outcomes Center4 Evidence Evidence refers to the numbers, such as “89% of families reported that EI services helped them know their rights” The numbers are not debatable

5. Measuring Child and Family Outcomes Early Childhood Outcomes Center5 Inference How do you interpret the #s? What can you conclude from the #s? Does evidence mean good news? Bad news? News we can’t interpret? To reach an inference, sometimes we analyze data in other ways (ask for more evidence)

6. Measuring Child and Family Outcomes Early Childhood Outcomes Center6 Action Given the inference from the numbers, what should be done? Recommendations or action steps Action can be debatable – and often is Another role for stakeholders

7. Measuring Child and Family Outcomes Early Childhood Outcomes Center7 Program improvement: At the state level – TA, policy At the regional or local level – supervision, guidance At the service level– implement high quality individualized family centered services At the family level-

8. Measuring Child and Family Outcomes Early Childhood Outcomes Center8 Key points Evidence refers to the numbers and the numbers by themselves are meaningless Inference is attached by those who read (interpret) the numbers You have the opportunity and obligation to attach meaning

9. Measuring Child and Family Outcomes Early Childhood Outcomes Center9 Continuous Program Improvement Plan (vision) Program characteristics Child and family outcomes Implement Check (Collect and analyze data) Reflect Are we where we want to be?

10. Measuring Child and Family Outcomes Early Childhood Outcomes Center10 Tweaking the System Plan (vision) Program characteristics Child and family outcomes Implement Check (Collect and analyze data) Reflect Are we where we want to be? Is there a problem? Why is it happening? What should be done? Is it being done? Is it working?

11. Measuring Child and Family Outcomes Early Childhood Outcomes Center11 Outcome questions for program improvement, e.g. Do outcomes vary by Region of the state? Level of functioning at entry? Services received? Age at entry to service? Type of services received? Family outcomes? Education level of parent?

12. Measuring Child and Family Outcomes Early Childhood Outcomes Center12 Looking at Family Outcomes by Subgroups Local programs Family Characteristics Child Characteristics Service Characteristics

13. Measuring Child and Family Outcomes Early Childhood Outcomes Center13 Are there differences in outcomes across local programs?

14. Measuring Child and Family Outcomes Early Childhood Outcomes Center14 Are there differences in outcomes across family characteristics? Race/ethnicity Family income Primary language Family structure

15. Measuring Child and Family Outcomes Early Childhood Outcomes Center15 Are there differences in outcomes across family race/ethnicity?

16. Measuring Child and Family Outcomes Early Childhood Outcomes Center16 Are there differences in outcomes across family primary language?

17. Measuring Child and Family Outcomes Early Childhood Outcomes Center17 Are there differences in outcomes across child characteristics? Race/ethnicity Type of disability Length of time in services Etc.

18. Measuring Child and Family Outcomes Early Childhood Outcomes Center18 Are there differences in outcomes across child type of disability?

19. Measuring Child and Family Outcomes Early Childhood Outcomes Center19 Examples of process questions Are ALL services high quality? Are ALL children and families receiving ALL the services they should in a timely manner? Are ALL families being supported in being involved in their child’s program? What are the barriers to high quality services?

20. Measuring Child and Family Outcomes Early Childhood Outcomes Center20 Working Assumptions There are some high quality services and programs being provided across the state. There are some families who are not getting the highest quality services. If we can find ways to improve those services/programs, these families will experience better outcomes.

21. Measuring Child and Family Outcomes Early Childhood Outcomes Center21 Action Given the inference from the numbers, what should be done? Develop improvement activities that are: Targeted based on data analysis Based on evidence based practices Interconnected, work together to accomplish the desired result

22. Measuring Child and Family Outcomes Early Childhood Outcomes Center22 Action How can EI services help families: Knowing their rights Effectively communicating their child’s needs Helping their child develop and learn

23. Measuring Child and Family Outcomes Early Childhood Outcomes Center23 How are the 3 global outcomes connected to what providers and families do every day? Are families aware that EI is intended to accomplish these outcomes? Do providers develop IFSPs that will ensure the accomplishment of the three outcomes? Are families supported in ways that enable their participation in IFSP development and service delivery?

24. Measuring Child and Family Outcomes I don’t know who it is, but the author of these “easy-to-assemble” instructions should be severely punished!

25. Measuring Child and Family Outcomes Research is beginning to provide more information on how to use data to develop practices designed to support improving family outcomes We are also learning that certain demographics such as parents of minority children and single adult households report lower outcomes ( Bailey et al., 2005)

26. Measuring Child and Family Outcomes Use data to develop a clear definition of WHO is in your program, community and state

27. Measuring Child and Family Outcomes What Do the Numbers Tell Us? Look at Evidence and Inference Growth Trends and Demographic Changes are also Important

28. Measuring Child and Family Outcomes Nationwide, 43% of Infants and Toddlers Receiving Part C Services are Non-White, including 13% Black and 24% Hispanic In NC, That Number is 49% with 27% Black and 18% Hispanic Children

29. Measuring Child and Family Outcomes Also Consider: Poverty Literacy and education Age of Parents Culture/Language Religion Education

30. Measuring Child and Family Outcomes Use Data to Understand Where Improvements Might be Needed Do family outcomes seem to be influenced by demographics? Are unique strategies and supports available based on family needs? Do demographics identify a “trend” or developing issue that needs to be addressed? Do providers have opportunities to learn new skills and practices? How is knowledge of effective practices for working with families including those from diverse backgrounds routinely provided to providers?

31. Measuring Child and Family Outcomes Are disability communities, and parent organizations used as resources? Do families and other stakeholders have opportunities to provide program feedback and input? Does professional development for staff and providers include discussion of “old” definitions and stereotypes?

32. Measuring Child and Family Outcomes For Example: Long Standing definition of “Home and Family” is centered on: A “single space” as the home of the child “biological heterosexual parents” as the responsible caregivers

33. Measuring Child and Family Outcomes Today, Researchers and Scholars Recognize the Discrepancy Between that Definition and Fact However, Political, religious and service providing organizations continue to argue that the traditional definition of family “matters” and should be the basis for program planning

34. Measuring Child and Family Outcomes Use Your Data and Answers to Create an Improvement Plan or Revise an Existing One Connect the activities to provider skills and practices. The family structures in your communities and programs should also inform the development of your activities

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36. Learn About and Implement Effective Practices for Helping Families Know their rights Effectively communicate their child’s needs Help their child develop and learn

37. Measuring Child and Family Outcomes Most Families Have Access to Information from MANY Sources and find “Knowledge to Action” Strategies Extremely Useful Knowledge funneling Materials produced at local, state and national levels Strategies that include “non written access to information” Support to develop skills If appropriate, show connection of information, outcomes, and IFSP

38. Measuring Child and Family Outcomes The Transmission Approach Knowledge emanates from an authority is not effective in working on family outcomes The Transaction Approach Cooperative interactions between educator / service provider and parent works

39. Measuring Child and Family Outcomes Instruction not Instructions!

40. Measuring Child and Family Outcomes Concrete Examples Videos Modeling Hand-over-hand Peer to Peer

41. Measuring Child and Family Outcomes Use Resources from Parent Centers and TA & D Network

42. Measuring Child and Family Outcomes Families are More Engaged with Programs that Respect and Collaborate with their Other Sources of Support and Information Community organizations can serve as a “reference” Provide information and encouragement to families and cultural mediators Educate personnel about cultures and family strengths and challenges Reinforce activities Provide volunteers to help support families

43. Measuring Child and Family Outcomes Technology Can be an Important Tool Flip Video “mini” camcorder Email translation program such as “traduce al hora” Blogs Twitter Website Internet based calendars

44. Measuring Child and Family Outcomes Leadership Activities can Provide Opportunities to Learn, Practice Skills and Reinforce Family Outcomes Leadership training Boards and committees Input and evaluation Professional development Parent mentors/support

45. Measuring Child and Family Outcomes Families report the importance of opportunities to network with other families

46. Measuring Child and Family Outcomes Connect the Dots Connect outcomes and effective strategies to the IFSP process Families find benefit in being told about outcomes and understanding how IFSP contents and program activities and services relate to outcomes

47. Measuring Child and Family Outcomes In Surveys and Interviews Used to Prepare for this Session 33% said IFSP did not include goals that addressed my needs as a parent 33% said they did not know about family outcomes

48. Measuring Child and Family Outcomes Comments Reported Frustration With: Lack of information in areas that could be related to outcomes including the IFSP process Not getting information about other resources and programs – one parent suggested a “slower paced” meeting for parents to explain resources, organizations and programs.

49. Measuring Child and Family Outcomes One parent said “feeding” was not addressed even though it was the family’s top priority. There was a suggestion to give families small amounts of information at a time. Often but not too frequently.

50. Measuring Child and Family Outcomes Starting a “virtual” parent group was suggested as a way to empower families and improve family outcomes without overwhelming families. A parent of two young children remarked that knowing about the outcomes and using them on the IFSP might have helped her organize and prioritize her needs.

51. Measuring Child and Family Outcomes Maximize the IFSP process by clearly relating the goals and activities to specific outcomes and allowing families choices. Support Instruction with peer and community supports and activities if needed.

52. Measuring Child and Family Outcomes Make sure the IFSP process uses a BROAD definition of family. Build outcome related activities into the operation of your program or state initiatives.

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54. I have gone to get myself. If I return before I get back, hold me here because it is important I see myself when I get back before I get confused.

55. Measuring Child and Family Outcomes Your Job is Important to Children and Families

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57. Exceptional Children’s Assistance Center 907 Barra Row Suites 102-103 Davidson, NC 28036 1-800-962-6817 www.ecac-parentcenter.org