1. 1 Early Childhood Outcomes: Early ACCESS and Early Childhood Special Education Presented by: Dee Gethmann Iowa Department of Education October 2006 Dee.Gethmann@iowa.gov 515-281-5502

2. 2 Todays Agenda Welcome – Please Sign-In and Assign a Person to Return Sheet(s) to Dept. of Ed What did not Change? What did Change? Impact on Iowas approach in gathering required ECO data Changes necessary to meet new requirements Timelines for gathering 2006 – 2007 ECO data AEA plans to share information with IFSP and IEP Teams

3. 3 Iowas Early Childhood Outcomes Purpose: Develop and Implement a Statewide Accountability System to Measure Outcomes for Infants and Toddlers in Early ACCESS and Preschoolers in Early Childhood Special Education

4. 4 The Essential Question Are students with disabilities entering school ready to learn at high levels?

5. 5 Iowas Early Childhood Outcomes: Target Population Early ACCESS Infants and Toddlers All infants and toddlers that have an IFSP Include children when transitioning at the age of 3 Early Childhood Special Education Preschoolers All preschool children that have an IEP Include children when transitioning from ECSE services to kindergarten Include children receiving ECSE services and Kindergarten services (Part-Time/Part Time) Do NOT include children that begin receiving special education services in kindergarten

6. 6 Iowas Early Childhood Outcomes: Three ECO Areas Children with IFSP/IEP who demonstrate improved: 1. Positive social-emotional skills (including social relationships) 2. Acquisition and use of knowledge and skills (including early language/communication and early literacy for preschoolers) 3. Use of appropriate behaviors to meet their needs

7. 7 Iowas Early Childhood Outcomes: Originally: 3 Reporting Categories *Percentage of children who: a. Reach or maintain functioning at a level comparable to same-aged peers b. Improved functioning c. Did not improve functioning *In each of the 3 ECO Areas

8. 8 Iowas Early Childhood Outcomes Change: 5 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 *In each of the 3 ECO Areas Revised ECO Reporting Categories, August 2006 SPP/APR Table

9. 9 Iowas Early Childhood Outcomes: 5 Reporting Categories Percentage of children who: a. Did not improve functioning Either acquired no new skills or behaviors or their functioning regressed while receiving Early ACCESS or ECSE services.

10. 10 Iowas Early Childhood Outcomes: 5 Reporting Categories b. Improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers Acquired new skills and behaviors but no positive change in their developmental trajectories Acquired new skills at the same or lower rates than they had at the time they began Early ACCESS or ECSE services

11. 11 Iowas Early Childhood Outcomes: 5 Reporting Categories c. Improved functioning to a level nearer to same-aged peers but did not reach it Acquired skills and new behaviors at a faster rate while receiving Early ACCESS or ECSE services Positive change in their developmental trajectories Have not attained functioning comparable to same-aged peers

12. 12 Iowas Early Childhood Outcomes: 5 Reporting Categories d. Improved functioning to reach a level comparable to same-aged peers Did not show functioning comparable to same-aged peers when they began Early ACCESS or ECSE services Reached functioning comparable to same- aged peers while receiving services

13. 13 Iowas Early Childhood Outcomes: 5 Reporting Categories e. Maintained functioning at a level comparable to same-aged peers Showed functioning comparable to same-aged peers when they began Early ACCESS or ECSE services Continued to demonstrate skills comparable to same-aged peers while receiving services

14. 14 Iowas Early Childhood Outcomes: Descriptions of ECO Areas ECO Areas Represent Critical Skills that: Promote positive outcomes for young children Support active and successful participation in everyday activities and routines, now and in the future Integrate all areas of development Prepare children to enter school ready to learn at high levels (The Essential Question) Refer to: Alignment of ECO, IFSP Outcome/IEP Goal Codes and Iowa Early Learning Standards, February 2006, Iowa Dept. of Education

15. 15 Iowas Early Childhood Outcomes How will data be summarized? All IFSP and IEP Teams will reach consensus on the results reported on the: Early Childhood Outcomes Summary Form February 2006 – June 30, 2006: ECO Summary form dated January 2006 Beginning July 1, 2006: ECO Summary form dated October 2006

16. 16 Iowas Early Childhood Outcomes: ECO Summary Form October 2006 Comparison to peers or standards: To what extent does this child show age- appropriate functioning in the area of positive social-emotional skills across a variety of settings and situations

17. 17 Iowas Early Childhood Outcomes: ECO Summary Form Comparison to peers or standards 7-Point Rating Scale Rating is based on: Current level of functioning demonstrated across a range of situations and settings that make up the childs day Typical functioning, not his/her capacity to function under ideal circumstances Functioning using assistive technology or special accommodations Skills and behaviors compared to age appropriate expectations based on child development research

18. 18 Iowas Early Childhood Outcomes: ECO Summary Form Comparison to peers or standards Rating is NOT based on: A single behavior or skill Discrete behaviors Demonstration of skills under ideal circumstances that not does not reflect everyday situations or settings

19. 19 Iowas Early Childhood Outcomes: ECO Summary Form Progress: Has the child shown any new skills or behaviors related to positive social-emotional skills since the last IEP meeting?

20. 20 Iowas Early Childhood Outcomes: ECO Summary Form Childs Progress is based on any of the following: Acquisition of a new skill or behavior since the last IFSP or IEP meeting More independently demonstrates mastery of a skill or behavior Progress made toward achieving IFSP Outcomes or IEP Goals Improve skills and behaviors to a level nearer to age-appropriate functioning

21. 21 Iowas Early Childhood Outcomes: ECO Summary Form Supporting Evidence for Outcome Rating and Progress in Positive Social-Emotional Skills Information gathered from various procedures and multiple sources of data RIOT Progress monitoring data IFSP and IEP Results data Age appropriate expectations Other relevant information regarding childs functioning across a variety of settings and everyday situations

22. 22 Iowas Early Childhood Outcomes: ECO Summary Form Completing the ECO Summary form Complete for each ECO area, despite services receiving or areas of concern Initial IFSP or IEP meeting for infants, toddlers or preschool children Annually as a part of the IFSP or IEP meeting, Complete ECO Summary form until the child no longer receives Early ACCESS or ECSE services MUST complete when child leaves services (i.e. exits services, transitions at age 3 or into kindergarten)

23. 23 Iowas Early Childhood Outcomes: Timelines Beginning February 1, 2006 Initial IFSP or IEP Meetings a. Comparison to Peers or Standard Beginning July 1, 2006 Annual IFSP and IEP Meetings; Exit Meetings, and Re-evaluation IEP Meetings a. Comparison to Peers or Standard b. Progress c. Supporting Evidence * SPP – Baseline and Targets will be based on these data!

24. 24 Iowas Early Childhood Outcomes: Timelines IFSP and IEP Meetings held between July 1 to November 10, 2006 – Teams have until Friday, December 1 to complete the new ECO Summary form Beginning November 10, 2006 – Teams complete the new ECO Summary form at the time of the IFSP and IEP Meetings

25. 25 Early Childhood Outcomes: What is the Quality of the Settings? Iowa Quality Preschool Study Study Goal: Describe the quality of Iowa preschool classrooms serving children on IEPs Iowa Department of Education Mary Schertz and Dee Gethmann Iowa State University: Dept of Human Devt & Family Studies Dr. Susan Hegland and Lesia Oesterreich

26. 26 Iowa Quality Preschool Study: From 620 Iowa classrooms serving children with disabilities (on IEPs), we randomly chose 50 early childhood, inclusive classrooms (more than 50% children typically developing) 50 early childhood special education classrooms (50% or more children with disabilities) Classroom Settings 80% in public schools 10% Head Start programs 10% Community child care or preschool programs Completed observations and interviews with teachers in Spring 2005

27. 27 Iowa Quality Preschool Study: What did we assess? Early Childhood Environment Rating Scale: Revised (ECERS-R) Areas: Space and Furnishings Personal Care Routines Language-Reasoning Activities Interaction Program Structure Parents and Staff Early Child Environment Rating Scale: Extended (ECERS-E) Areas: Literacy Math

28. 28 Iowa Quality Preschool Study: Finding: Most classrooms were mediocre in quality (Average score < 5 and 3)

29. 29 Iowa Quality Preschool Study: Finding: Majority of teachers do not use a comprehensive, evidence- based assessment tool Over 10% of teachers reported their only form of monitoring childrens progress was through monitoring IEPs

30. 30 Iowa Quality Preschool Study: Finding: 42% public school teachers reported that they did not use a curriculum Myth: The best preschool teachers use locally-designed curricula and locally-designed assessments. Reality: Our research - Best Predictors of Quality: Comprehensive, evidence-based curriculum AND assessment measure aligned with Iowa Early Learning Standards Examples: High/Scope Creative Curriculum

31. 31 Early Childhood Outcomes: Resources and Support ECO Work Group Need a representative from each AEA and Urban Education Area Purpose: Determine the Technical Assistance needs for completing the ECO Summary form Develop materials to support IFSP and IEP Teams in determining the Child Outcome Rating, Progress and Supporting Evidence Time commitment: Three one-day meetings in DSM AEAs and UENs: Submit the name of the representative to Dee Gethmann by November 3.

32. 32 Early Childhood Outcomes: AEA Action Plan AEA are responsible for training the IFSP and IEP Team Please keep the AEA or UEN representative on the ECO Work Group informed of the activities to train as well as resources needed

33. 33 What questions or comments do you have about ECO?

34. 34