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Kathy Hebbeler, ECO at SRILynne Kahn, ECO at FPG
Christina Kasprzak, ECO at FPGCornelia Taylor, ECO at SRILauren Barton, ECO at SRI
National Picture –Child Outcomes for Early Intervention and Preschool Special Education: Implications and Use
DEC Conference, San Francisco, CAOctober, 2013
Overview
• 2011-2012 national numbers • Trends for the last 4 years• State approaches and data quality
2
Ultimate Goal for EI and ECSE
“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, preschool or school programs, and in the community.”
Based on the ECO stakeholder process when identifying 3 functional outcomes
3Early Childhood Outcomes Center
Entire document available at http://projects.fpg.unc.edu/~eco/assets/pdfs/ECO_Outcomes_4-13-05.pdf
Three Child Outcomes
• Children have positive social-emotional skills (including social relationships)
• Children acquire and use knowledge and skills (including early language/ communication [and early literacy])
• Children use appropriate behaviors to meet their needs
5
Child Outcomes Step by Step
• Available at:
http://projects.fpg.unc.edu/~eco/pages/videos.cfm
6Early Childhood Outcomes Center
Early Childhood Outcomes Center
Outcomes Are Functional
Functional outcomes: • Refer to using skills to accomplish things that
are meaningful to the child in the context of everyday life
• Refer to an integrated series of behaviors or skills that allow the child to achieve the important everyday goals
7
Early Childhood Outcomes Center
Children Have Positive Social Relationships
• Involves:– Relating with adults– Relating with other children– For older children, following rules related to groups or
interacting with others• Includes areas like:
– Attachment/separation/autonomy– Expressing emotions and feelings– Learning social rules and expectations– Social interactions and play
8
Early Childhood Outcomes Center
Children Acquire and Use Knowledge and Skills
• Involves:– Thinking– Reasoning– Remembering– Problem solving– Using symbols and language– Understanding physical and social worlds
• Includes:– Early concepts—symbols, pictures, numbers, classification,
spatial relationships– Imitation– Object permanence– Expressive and receptive language and communication– Early literacy
9
Early Childhood Outcomes Center
Children Take Appropriate Action to Meet Their Needs
• Involves:– Taking care of basic needs– Getting from place to place– Using tools (e.g., fork, toothbrush, crayon)– In older children, contributing to their own health and
safety• Includes:
– Integrating motor skills to complete tasks– Self-help skills (e.g., dressing, feeding, grooming,
toileting, household responsibility)– Acting on the world to get what one wants
10
Early Childhood Outcomes Center
OSEP Reporting CategoriesPercentage of children who:
a.Did not improve functioningb. 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 peers3 outcomes x 5 “measures” = 15 numbers
11
Illustration of 5 Possible Paths
0
10
20
30
40
50
60
70
1 6 11 16 21 26 31 36 41 46 51 56
Age in Months
Sco
re
Maintained functioning comparable to age peers
Achieved functioning comparable to age peers
Moved nearer functioning comparable to age peers
Made progress; no change in trajectory
Did not make progress
The Summary Statements
1. Of those children who entered or exited the
program below age expectations in each outcome,
the percent who substantially increased their rate of
growth by the time they turned 3 [6] years of age or
exited the program.
2. The percent of children who were functioning within
age expectations in each outcome by the time they
turned 3 [6] years of age or exited the program.13Early Childhood Outcomes Center
14
Approach Part C
(N=56)
Preschool
(N=59)
COS 7 pt. scale
42/56 (75%) 37/59 (63%)
One tool statewide
8/56 (14%) 9/59 (15%)
Publishers’ online analysis
1/56 (2%) 6/59 (10%)
Other 5/56 (9%) 7/59 (12%)
State Approaches to Measuring Child Outcomes – 2011-12
3 Methods Methods for Calculating National Estimates
1. All states averaged (each state weighted as 1)
2. All states weighted by child count
3. States with the highest quality data weighted by child count to represent all states*
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*The data we will be presenting for the national picture
Identifying States with Quality Data
Criteria for high quality data:• Reporting data on enough children
– Part C – 28% or more of exiters– Preschool – 12% or more of child count
• Within expected patterns in the data– category ‘a’ not greater than 10% – category ‘e’ not greater than 65%
16
Number of States that Met Criteria for Inclusion in the National Analysis
17
08-09 09-10 10-11 11-12
Part C 19 29 39 33
Preschool 15 33 36 39
18
social relationships knowledge and skills action to meet needs0
20
40
60
80
100
70
77 7671
74 76
6873 73
66
72 73
Part C: Greater than Expected GrowthTrends Across 4 Years
2008-09 (19 states) 2009-10 (29 states) 2010-11 (39 states) 2011-12 (33 states)
Av
era
ge
Pe
rce
nta
ge
Ac
ros
s S
tate
s
19
social relationships knowledge and skills action to meet needs0
20
40
60
80
100
61
54
6162
54
6061
555960
52
59
Part C: Exited Within Age ExpectationsTrends Across 4 Years
2008-09 (19 states) 2009-10 (29 states) 2010-11 (39 states) 2011-12 (33 states)
Av
era
ge
Pe
rce
nta
ge
Ac
ros
s S
tate
s
20
social relationships knowledge and skills action to meet needs0
20
40
60
80
100
83 83 8283 82 8281 81 8181 81 80
Part B Preschool: Greater Than Expected GrowthTrends Across 4 Years
2008-09 (15 states) 2009-10 (33 states) 2010-11 (36 states) 2011-12 (39 states)
Av
era
ge
Pe
rce
nta
ge
Ac
ros
s S
tate
s
21
social relationships knowledge and skills action to meet needs0
20
40
60
80
100
59
51
67
59
52
67
60
53
66
5953
66
Part B Preschool: Exited Within Age Expecta-tions
Trends Across 4 Years
2008-09 (15 states) 2009-10 (33 states) 2010-11 (36 states) 2011-12 (39 states)
Av
era
ge
Pe
rce
nta
ge
Ac
ros
s S
tate
s
Additional Analysis
Additional analysis run to determine if child outcome data varies:• By exiters no longer eligible• By percent served
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Social Relationships Knowledge and Skills Action to Meet Needs0
10
20
30
40
50
60
70
80
90
100
55
45
52
61
52
61
66
58
66
Part C: Exited Within Age Expectations by Exiters Not El-igible for Part B
<20% (n=22)20-30% (n=21)30 or greater % (n=13)
Aver
age
Perc
enta
ge A
cros
s Sta
tes
23
Social Relationships Knowledge and Skills Action to Meet Needs0
10
20
30
40
50
60
70
80
90
100
63
52
70
5652
6564
56
65
5248
5860
54
67
Part B Preschool: Average Percentage Who Exited Within Age Expectations by State Percent Served
<5.2% (n=9)5.2-5.7% (n=9)5.7-6.5% (n=8)6.5-7.5% (n=14)>7.5% (n=12)
Aver
age
Perc
enta
ge A
cros
s Sta
tes
24
Good News!
• Consistent data over time• Increasing number of children in the child
outcomes data• Increasing number of states in the ‘quality’
data for child outcomes
25
Current Emphasis
• Data Quality– Increasing the number of children/families in the data– Pattern checking to identify data quality issues– Training, guidance, supervision, etc.
• Use of Data for Program Improvement– Linking data to other data– Interpreting data at the state and local levels– Making plans for improving systems and services
26