1. Building Outcome Data into a State On-Line Data System A birth through five project in Kansas Margy Hornback, Ed.D., Kansas Part B 619 Coordinator Kansas Part B 619 Coordinator

2. AGENDA

3. Overview/Agenda Background information….20 minutes Discussion Outcomes Web System…..35 minutes Discussion Integrated Data System…35 minutes Discussion

4. BACKGROUND INFORMATION

5. Information About Kansas Part C lead agency is Kansas Department of Health and Environment (KDHE) Part B lead agency is Kansas State Department of Education (KSDE) History of collaboration between the two lead agencies. History of local control in Kansas

6. Process Formed a stakeholders’ advisory and work group Collaboration with Early Childhood Outcomes Center through Juniper Gardens Children’s Project to preserve local control as much as possible Determined Part C exit data can be used as Part B entry data to encourage collaboration during transition

7. Process Decision to use curriculum based assessments based on encouraging partnerships with community programs and potential for program improvement Sent survey to determine what assessments were currently used in field Analyzed results and chose 8 most commonly used curriculum based assessments 80% of programs responding to survey were currently using 1 of the 8 curriculum based assessments

8. Approved Curriculum Based Assessments Assessment and Evaluation Programming System (AEPS) Carolina Curriculum Creative Curriculum Hawaii Early Learning Profile (HELP) High Scope Child Observation Record (COR) Individual Growth and Development Indicators (IGDIs) Transdisciplinary Play-Based Assessment (TPBA) Work Sampling System (WSS)

9. Transition Period to Adopt CBA From April 2006-2007 Transition Assessments –Weschler Primary and Preschool Scale of Intelligence –Stanford Binet Scale of Intelligence – Woodcock Johnson –Bayley Scales of Infant Development –Battelle Developmental Inventory –Differential Ability Scales Allows programs time to adopt CBA and train staff on its use

10. Trainings and Pilot Trainings on process for completing ECO summary form completed Trainings on Outcomes Web System completed Pilot study in planning stages

11. Discussion on Background Information What decisions were made by other states?

12. Outcomes Web System An ongoing process

13. The KIDS Assignment System The KIDS Assignment System assigns a unique randomly generated state identification number. The Assignment System is based on a vendor software package.

18. Table 2: Roles for persons involved in deciding the summary ratings Assistive Technology Facilitator Assistant Director of Special Education Services Audiologist Behavioral Specialist Childcare Provider Community Preschool Director Community Preschool Teacher Consultant (i.e. vision, hearing) Counselor Director of Special Education Services Early Childhood Teacher Early Head Start Coordinator Early Head Start Specialist/Home Visitor ECSE Coordinator ECSE Teacher Elementary School Principal Family Service Coordinator Family Supports /Respite Care Provider Head Start Administrator Head Start Disabilities Coordinator Head Start Teacher Infant/Toddler Coordinator Infant/Toddler Teacher Mental Health Provider Nurse Nutritionist Occupational Therapist Orientation and Mobility Specialist Paraeducator Parent/Legal Guardian Parent Educator Physical Therapist Physician Psychologist Sign Language Interpreter Social Worker Speech Language Pathologist SRS Representative Student Teacher/Practicum Student

20. Outcome 1 screen

21. Discussion on Outcomes Web System How are other states collecting data?

22. Integrated Data System

23. Part C Transition and Outcomes Data Part B SEAMIS Data (i.e. service settings, primary and secondary exceptionality, related services, IEP date) Part B SPP Indicator Data K-12 KIDS Data (i.e. school lunch eligibility, state assessment data, 504, ESOL program, Title I supplemental educational services, special education services entry/exit date)

24. No Child Left Behind and IDEA 2004 Need for valid and accurate data. Need for efficiency and effectiveness in managing, storing, retrieving, and analyzing data Need for integrating data sets Need to provide evidence-based technical assistance to I/T networks and districts to improve the achievement for all children

25. Possibilities for Kansas Examine student achievement data longitudinally Analyze LRE issues in relation to student achievement Follow assessment performance of students’ who are exited from special education Complete 3-way analysis (i.e. determine the relationship among LRE, ethnicity, and achievement) Examine other factors in relation to special education (ELL, SES, number of years in the school system)

26. Reports generated will be guided by Stakeholder input Key policy questions Reporting requirements State goals/needs Needs of I/T networks and LEAs

27. Challenges Confidentiality Issues Ongoing training of data entry personnel Working with staff from different departments and different agencies and still meeting timelines Talking the same language Assignment of unique student IDs across systems Ongoing process of refinement

28. Discussion on Integrated Data Systems What are other states doing?