Kansas Early Childhood Outcomes -...

Kansas Early Childhood Outcomes

System for measuring outcomes for infants, toddlers and preschoolers with

disabilities

Deanna Peterson-KDHE Infant-Toddler Services, Misty Goosen & Vera-Lynne Stroup-Rentier,

Kansas Inservice Training System, & Margy Hornback, KSDE Student Support Services

Participants will understand the …

• History • Connections • Early childhood outcomes • Team process• Entering child data on web based

system

Early Childhood Outcomes

Overview

Pressure for accountability at the Federal level

• Office of Management and Budget (OMB) uses a tool (PART - Program Assessment Rating Tool) to review federal programs

• Four critical Assessment Areas including “results and accountability”

• Programs given ratings from ineffective to effective

Purpose – “to enhance budget analysis”

PART evaluation: Findings and recommendations

• Part C and 619 Findings: No long-term child outcome goals or data

• The Program Assessment Rating Tool (PART) required the Department to:

1. Establish long-term outcome-oriented objectives 2. Develop a strategy to collect performance data

Office of Special Education Programs (OSEP) asked states to provide outcome data in their Annual Performance Reports (APRs)

OSEP asks states to provide outcome data and develop strategies to do this…

• Everyone wants to know “How are children doing?” but need to decide “with regard to what?”

• Outcome areas to be addressed:– Child – Family

Recommendation

All child outcomes apply to both Part C and 619 (i.e., children birth to five years of age)

What did Kansas decide to do?• State decided to work with the ECO group,

because of the short time lines states were under to come up with a valid and reliable way of measuring child outcomes.

• A stakeholders group was put together from KSDE, KDHE, Special Ed. Directors, Network Coordinators and other state early childhood stakeholders to form a birth to 5 initiative in addressing child outcomes

Through thoughtful stakeholder discussion and input, the following was decided…

Functional outcomes• Looked at best practice (i.e. the kind of outcomes

recommended for IFSPs and IEPs) • Looked at our own state system of local control and

the diverse programs in Kansas.• Surveyed all programs on the assessment tools

currently used and 8 assessment tools were identified.

The approved curriculum based assessments (CBAs)

• Assessment and Evaluation Programming System (AEPS)

• Carolina Curriculum• Creative Curriculum• Hawaii Early Learning Profile (HELP) • High Scope Child Observation Record• Individual Growth and Development Indicators

(IGDIs)• Transdisciplinary Play-Based Assessment• Work Sampling System (WSS)

Transition to a CBA

• LEAs & ITNs not currently using one of the CBAs listed will have a transition period from April 2006-April 2007

• This allows programs time to adopt one of the eight approved CBA and train staff on its use

Transition to a CBATransition list of assessments you can use in the interim are:

– Weschler Primary and Preschool Scale of Intelligence-Revised

– Stanford Binet Scale of Intelligence– Woodcock Johnson III– Bayley Scales of Infant Development– Battelle Developmental Inventory– Differential Ability Scales

Reporting requirementPercent of infants and toddlers with IFSPs and preschooler’s with IEPs who demonstrate improved:

1. Positive social-emotional skills (including social relationships)

2. Acquisition and use of knowledge and skills (including early language/literacy and communication)

3. Use of appropriate behaviors to meet their needs

OSEP child outcome reporting requirements

• % of infants and toddlers/preschoolers who reach or maintain functioning at a level comparable to same-age peers

• % of infants and toddlers/preschoolers who improve functioning

• % of infants and toddlers/preschoolers who did not improve functioning

Timelines for reporting data*December 2005: Plan for measuring child outcomes

February 2007: Report status on entry (entry data only)

February 2008: 1st time to report progress data

February 2009: 2nd time to report progress data

February 2010: 3rd time to report progress data*See handout


The Big Picture

What is an early childhood outcome?

An “outcome” is defined as a benefit experienced as a result of services and supports received. Thus, an outcome is neither the receipt of services nor satisfaction with services, but rather what happens as a result of services provided to children.

» Early Childhood Outcomes Center, April 2005

Outcomes are functional• Meaningful in the context of everyday

living• Integrated series of behaviors/skills• They are not

– a single behavior– a sum of a series of discrete behaviors– domains based

Functional outcomes• Typical performance across settings

and situations• Use of skills to accomplish tasks• Not an indication of functioning under

ideal circumstances

Early childhood outcomes/ general education curriculum

• Outcomes align with general education curriculum for young children

• Represents what children should be able to know or do across environments

The link between early childhood outcomes and CBA

Given the natural link between the early childhood outcomes and the general curriculum, CBA tools are a logical choice for measuring performance within the outcome areas.

The link between early childhood outcomes and present levels

• What is not new– Present Levels of Development (Part C) and

Present Levels of Academic Achievement and Functional Performance (Part B)

– Evaluation teams requirements • What is new

– Degree and manner of collection of information – State and Federal use


A Closer Look

Elaboration of the ECO outcomesTo be active and successful participants now and in the

future in a variety of settings

Relation-ships with

adultsRelation-ships with

peers

Follows group rules

Persisting

Attending

Listening

Being curious

Children have positive social relationships

Symbol use, abstract thinking

Applies knowledge

Children acquire & use knowledge &

skills

Knowledge of physical

world & culture

EngagingTouching

PlayingExploring

Practicing

Masters the environment

Children take appropriate action to

meet their needs

Self-care, health & safety

Hebbeler, K. (2005). Outcomes and evidence statements: Update from the Early Childhood Outcomes Center. Presentation at OSEP’s Combined Part C/B Data Meeting in Washington, DC. Chapel Hill, NC: Early Childhood Outcomes Center.

Child outcomes• Outcome Area 1: Children

have positive social relationships

• Outcome Area 2: Children will acquire and use knowledge and skills

• Outcome Area 3: Children take appropriate action to meet their needs

Outcome 1: Children have positive social relationships (examples)

• Demonstrate attachment with significant caregivers

• Initiate and maintain social interactions• Behave in a way that allows

participation in a variety of settings and situations

• Demonstrate trust in others

Outcome 1: Children have positive social relationships (continued)

• Build and maintain relationships with children and adults

• Regulate emotions• Understand and follow rules• Solve social problems

Outcome 2: Children will acquire and use knowledge and skills (examples)

• Display curiosity and eagerness for learning

• Explore environment • Explore and play with

people and objects • Engage in daily learning

opportunities

Outcome 2: Children will acquire and use knowledge and skills (continued)

• Use vocabulary to communicate in increasingly complex forms

• Learn and use new skills in play• Acquire and use precursor skills for

reading and math• Demonstrate imagination and creativity

in play

Outcome 3: Children take appropriate action to meet their needs (examples)

• Communicate wants and needs • Meet self care needs • Participate in everyday routines and

activities • Use objects as tools in appropriate ways

Outcome 3: Children take appropriate action to meet their needs (continued)

• Move from place to place to participate in everyday activities, play, and routines

• Seek help when necessary • Follow rules related to health and safety


How do we do this?

The Child Outcomes Summary Information

Key points• Assumption: Children can be described with

regard to age expected behavior for each of the 3 outcomes

• By definition, most children in the general population demonstrate the outcome in an age-expected way

• Early intervention is designed to move children closer to age expected behavior

• Some children will never achieve thisHebbeler, K. (2006). Using the child outcomes summary form. Presentation at Early Intervention Community in Helena

Montana. Chapel Hill, NC: Early Childhood Outcomes Center.

Key points• Documenting children’s movement

toward typical development is one type of evidence that early intervention is effective

• Documenting the extent of children’s progress is another

Hebbeler, K. (2006). Using the child outcomes summary form. Presentation at Early Intervention Community in Helena Montana. Chapel Hill, NC: Early Childhood Outcomes Center.

Why is there a need for the Child Outcomes Summary Form (COSF)?• No assessment instruments assess the 3

outcomes directly• Many states will be using more than one

assessment instrument • Outcomes data will need to be

aggregated across different areas


Features of the COSF• Not an assessment• Summarizes global sense of how the child is

doing• Rating is based on child’s functioning compared

to other children the same age• Based on child’s functioning

– what child generally does across settings and situations,

– not what a child can do under ideal circumstances


Summary ratings• Provide an overall sense of child’s

current functioning in 3 areas • They are not:

– Information on the services provided themselves

– The family’s satisfaction with services– An explanation of why the child’s

functioning is at that levelHebbeler, K. (2006). Using the child outcomes summary form. Presentation at Early Intervention Community in Helena


Summary ratings reflect global functioning

• Ratings on each outcome are a snapshot of:– The whole child– Functioning– Across settings and situations

• Rather than:– Skill by skill– In one standardized way– Split by domains


Example process for completing COSFProgram determines the procedures for when, where and how

COSF is summarized and entered

Initial information for COSF entry completed

Complete and discuss screening, record review, interviews, observations and tests/assessments

Translate assessment information from CBA to crosswalks

Examine outcomes 1, 2 and 3 and determine the child’s competency in each area

Determining outcome rating for outcomes 1, 2, and 3

Initial evaluation verses COSFInitial Evaluation COSFInformation from multiple sources is encouraged

Information from multiple sources is encouraged

Comprehensive Information is collected for outcomes areas only which include:

1.Positive social relationships2.Acquiring and using knowledge and skills3.Taking appropriate actions to meet needs

Problem Solving Problem Solving

Occurs across multiple settings Occurs across multiple settings

Initial evaluation verses COSFInitial Evaluation COSFInput from childcare providers, therapists, physicians, preschool teachers, and other caregivers who see child across multiple settings is vital

Input from childcare providers, therapists, physicians, preschool teachers, and other caregivers who see child across multiple settings is vital

Team members assess child One team member can be responsible for completing the summary form with team’s input

Multidisciplinary team Multidisciplinary team

Determine eligibility for Part C and Part B services

Determine outcome rating score for child

Initial evaluation verses COSFInitial Evaluation COSFFamily is integral part of assessment process

Family input is an integral part of this process. Family members see the child in situations that professionals do not.

Family may participate in determining the outcome rating for the child

Determines present level Discusses present level








Initial information for COSF entryField # Data Field # DataD1 State student ID D10 Part B entry assessment

dateD2 Legal last name D11 Part B exit assessment dateD3 Legal first name D12 Persons involved in

deciding the summary ratings (name, role)

D4 Legal middle nameD5 Date of birthD6 Enrollment district (Part B)D7 Network # (Part C)D8 Part C entry assessment

dateD9 Part C exit assessment

date

D13 Family info. on child functioning (Received in team meeting; Collected separately; Incorporated into assessment(s); Not included)








Translating data sources to COSF

S

R

I

OT

Screening Information

Record Review of Existing Data

Interview with Caregivers and Parents

Observation in Multiple Settings

Testing Results and Crosswalks

Are we confident in the information we have so we can begin to synthesize this information concisely?

Final questions in summary of relevant results








Aligning CBA items with OSEP child outcomes

• Crosswalks are at-a-glance look at outcomes

• Expertise in child development

For more information contact Dr. Kristie Pretti-Frontczak, Kent State University ([email protected]) or download a complete version of this handout at http://fpsrv.dl.kent.edu/ecis/Web/Research/OSEP/Steps.pdf

mailto:[email protected]

Crosswalks• The ECO Center is in the process of

crosswalking the most common assessments to the 3 child outcomes

• Crosswalks give a visual indication of coverage of the 3 outcomes

• Crosswalks show which areas/subareas map to which outcome


HeathHeath is an 18 month old child with Prader Willi Syndrome. Heath was diagnosed early in infancy due to his poor muscle tone, feeding problems and body temperature control. Both of Heath’s parents work and have a strong support system of family and friends in their small community. Heath’s behavior is starting to be an issue for the family as he tries to eat any small object that will fit in his mouth, bangs his head when these small objects are taken away or when something doesn’t go the way he desires and is demonstrating some undesirable behavior, such as biting and spitting, toward his mother and his child care provider.

AEPS Crosswalk Handout

Crosswalk for AEPS - Outcome 1: Positive social-emotional skills (scored)

CognitiveN • Solves common problems

Social-CommunicationE • Turns and looks toward person speakingC • Follows person’s gaze to establish joint attentionC • Engages in vocal exchanges by babblingE • Gains person’s attention and refers to an object, person, and/or eventC • Vocalizes to express affective statesE • Recognizes own nameC • Quiets to familiar voiceN • Carries out two-step direction without contextual cues

N = Not yet; E = Emerging; S = Somewhat; C = Completely

Crosswalk for AEPS - Outcome 1: Positive social-emotional skills (scored)

SocialS • Responds appropriately to familiar adult’s affectS • Initiates and maintains interaction with familiar adultE • Initiates and maintains communicative exchange with

familiar adultE • Uses appropriate strategies to self-sootheS • Participates in established social routinesN • Initiates and maintains interaction with peer*N • Initiates and maintains communicative exchange with

peer


*Excluded Objective 1.5 Entertains self by playing appropriately with toys

Crosswalk for AEPS - Outcome 2: Acquisition and use of knowledge and skills (scored)

Fine MotorN • Orients picture book correctly and turns pages one by oneN • Copies simple written shapes after demonstrationCognitiveC • Orients to auditory, visual, and tactile eventsN • Imitates words not frequently usedS • Retains objects when new object is obtainedE • Uses an object to obtain another objectE • Navigates large object around barriersN • Solves common problemsN • Uses imaginary objects in playN • Categorizes like objectsN • Demonstrates functional use of one-to-one correspondenceE • Recognizes environment symbols (signs, logos, labels)N • Demonstrates functional use of reading materialsN • Demonstrates use of common opposite conceptsN • Repeats simple nursery rhymes

N = Not yet

E = Emerging

S = Somewhat

C = Completely

Crosswalk for AEPS - Outcome 2: Acquisition and use of knowledge and skills (scored)

Social-CommunicationN • Uses consistent word approximationsE • Carries out two-step direction without contextual cuesN • Uses 50 single wordsN • Uses two-word utterancesN • Uses three-word utterances


Crosswalk for AEPS - Outcome 3: Appropriate behaviors to meet needs (scored)

AdaptiveE • Uses tongue and lips to take in and swallow solid foods and liquidsE • Bites and chews hard and chewy foodsE • Drinks from cup and/or glassN • Eats with fork and/or spoonN • Transfers food and liquid between containersN • Initiates toiletingN • Washes and dries handsN • Brushes teethN • Undresses selfCognitiveN • Correctly activates mechanical toy**N • Reproduces part of interactive game and/or action in order to

continue game and/or actionS • Retains objects when new object is obtained

N = Not yetE = EmergingS = SomewhatC = Completely

**Excluded Objective 1.1 Correctly activates simple toy and Objective 1.2 Acts on mechanical and/or simple toy in some way

Crosswalk for AEPS - Outcome 3: Appropriate behaviors to meet needs (scored)

Social-CommunicationC • Engages in vocal exchanges by babblingE • Gains person’s attention and refers to an object, person,

and/or eventN • Uses consistent word approximationsN • Uses 50 single wordsN • Uses two-word utterancesN • Uses three-word utterancesSocialN • Meets observable physical needs in socially appropriate

waysN • Participates in established social routines


KaylenKaylen is a happy 39 month old girl. She was adopted from Guatemala when she was three years old. She has been walking for half a year and started using simple words about one month ago. She did not play with toys when she arrived, but has been showing more interest in toys the last three months. She tends to look for adult attention and affection, but she can also be very curious and wander off. She had severe ear and sinus infections while living in Guatemala so it is unclear at this time what she can and cannot hear. Not much other information is known about her developmental history due to the fact that she first lived with her birth mother for a short time and then was brought to the orphanage.

Child Observation Record (COR) Handout

Crosswalk for Child Observation Record (COR) -Outcome 1: Positive social relationships (scored)

I. InitiativeE C. Initiating play [social context of play]

II. Social RelationsS E. Relating to adultsE F. Relating to other childrenE G. Resolving interpersonal conflictE H. Understanding and expressing feelings

V. Language & LiteracyS Q. Listening to and understanding speech

Note: Draft developed by the Early Childhood Outcomes (ECO) Center and revised based on preliminary feedback from users and the tool publisher and/or developers. The draft may be subject to further changes. We welcome your feedback to [email protected]


Crosswalk for Child Observation Record (COR) -Outcome 2: Knowledge and skills (scored)

III. Creative RepresentationN I. Making and building modelsE J. Drawing and painting picturesN K. Pretending

V. Language & LiteracyE R. Using vocabularyN S. Using complex patterns of

speechN T. Showing awareness of sounds

in wordsN U. Demonstrating knowledge

about booksN V. Using letter names and soundsN W. ReadingN X. Writing


VI. Mathematics & ScienceE Y. Sorting objectsE Z. Identifying patternsN AA. Comparing propertiesN BB. CountingN CC. Identifying position and directionN DD. Identifying sequence, change, and causalityN EE. Identifying materials and propertiesN FF. Identifying natural and living things


Crosswalk for Child Observation Record (COR) -Outcome 3: Action to meet needs (scored)

I. InitiativeE A. Making choices and plansN B. Solving problems with materialsS D. Taking care of personal needs










Ratings on the three outcomes• Beginning April 1, ratings on three

outcomes should be reported for every new child entering either Part C or Part B system

• Ratings are needed in all areas even if: – No one has concerns about a child’s

development– A child has delays in one or two outcomes,

but not in all three outcomesHebbeler, K. (2006). Using the child outcomes summary form. Presentation at Early Intervention Community in Helena


Global goal comparison ratings• The team making the rating needs to reach

consensus on a number between 1 and 7.• Descriptions are given for numbers

7 – Completely5 – Somewhat3 – Emerging1 – Not Yet

• Circle 2, 4, or 6 if the child’s functioning is “in between”.


7 - “completely”

• Child shows behaviors and skills expected in all or almost all everyday situations that are part of a child’s life

• Behaviors and skills are considered typical for his/her age.

• No concerns about delays on any of the components of the global goal area.


5 - “somewhat”• Child shows behaviors and skills expected

some of the time across situations• Behaviors and skills are a mix of appropriate

and not appropriate• Behaviors may be more like a slightly

younger child• Some behaviors or conditions may be

interfering with child’s ability to achieve age-expected behavior and skills


3 – “emerging”• Child does not yet show behaviors and skills

expected of a child of his/her age in any situation• Behaviors and skills include immediate

foundational skills upon which to build age-expected skills

• Behaviors may be more like those of a younger child

• Some behaviors or conditions may be interferingwith child’s ability to achieve age-expected behavior/skills.


1 – “not yet”• Child does not yet show behaviors and skills

expected of a child of his/her age in any situation.• Behaviors and skills do not yet include any

immediate foundational skills upon which to build age-expected skills.

• Behaviors may be more like those of a much younger child

• Some behaviors or conditions may be seriously interfering with child’s ability to achieve age-expected behavior and skills


Can’t decide?

Use the in-between categories of 2, 4, and 6 for children who have some characteristics of two different descriptions


The Importance of Understanding Typical

Development

Back to Heath

Refer to blue “What is typically developing”handout

Outcome 1: What is typically developing (see blue handout)?Outcome 1: Positive socio-emotional skills (including social relationships)

– Relating with adults– Relating with other children– Following rules related to groups or

interacting with others (if older than 18 months)

Outcome 2: What is typically developing (see blue handout)?Outcome 2: Acquiring and using knowledge and skills– Thinking, reasoning, remembering, and

problem solving– Understanding symbols– Understanding the physical and social worlds

Outcome 3: What is typically developing (see blue handout)?Outcome 3: Taking appropriate action to meet needs– Taking care of basic needs (e.g., showing

hunger, dressing, feeding, toileting, etc.)– Contributing to own health and safety (e.g.,

follows rules, assists with hand washing, avoids inedible objects) (if older than 24 months)

– Getting from place to place (mobility) and using tools (e.g., forks, pencils, strings, attached to objects)

Back to Kaylen

Refer to blue “What is typically developing”handout








The two COSF questionsEntry and Exit Exit OnlyTo what extent does this child show behaviors and skills related to this outcome appropriate for his or her age across a variety of settings and situations? (Rating: 1-7)

Has the child shown any new skills or behaviors related to ____ since the last outcomes summary? (yes-no)


To decide on a rating…• Know what behaviors and skills are

appropriate for the child’s age • Review the available sources of

information to determine how the child functions across a variety of situations and settings

• Understand the differences between response options on the summary form.


Summary rating (1-7)• Reduces rich information from

assessment and observation into a rating to allow a summary of progress across children

• Does not provide information for planning for the individual child. Information at the rich, detailed level will be more helpful for intervention planning purposes


Outcome 1 information for COSF entry

Field Number DataD14 Rating scores (Outcomes 1)D15 Supporting evidence for rating

score (Outcome 1)D16 Progress since last outcomes

summary (Outcome 1)D17 Describe progress, if any

(Outcome 1)


Field Number DataD18 Rating scores (Outcome 2)D19 Supporting evidence for rating



(Outcome 2)


Field Number DataD22 Rating scores (Outcome 3)D23 Supporting evidence for rating



(Outcome 3)

Next StepsLocal

National Kansas

Next steps—local level

• Download training materials at the Kansas Inservice Training System (KITS) web-site, kskits.org/html/eco/outcomes.html

• One CD and original copies of training material will be distributed to each I/T Network and to each LEA. Provide one name and contact information to Beccy Strohm, [email protected]

Important Information• Margy Hornback [email protected]• Beccy Strohm [email protected]• Deanna Peterson

[email protected]• KITS [email protected]• KITS website kskits.org under “What’s New”





Next steps—local level (continued)• Use training material to train others on your

team(s) by March 31• Record questions from other team members

at trainings and submit them to Beccy Strohm before the Friday, March 31 Question & Answer session

• Person(s) responsible for entering data register for the March 31 session (space is limited)

• Begin collecting child outcomes data on April 1, 2006

Next steps—National level• Kansas pilot studies at selected sites in

conjunction with ECO• Information gathered from Kansas pilot

studies will be used to inform and improve the outcomes measurement process

Next steps—National level (continued)

• Information from pilot studies in many states will inform and improve the outcomes measurement process.

• Changes will be incorporated into the Kansas process.

• This will be an ongoing process of improvement.

Next steps—Kansas level• Kansas has the capability of merging

outcomes data with other data.• Kansas outcomes data merged with

other data collected has the capability of answering many questions about groups of children in Kansas.

• Think of the possibilities……….

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