Modified from presentation by the National Early Childhood Outcomes Center center.org Using the...

Modified from presentation by the National Modified from presentation by the National Early Childhood Outcomes Center Early Childhood Outcomes Center www.the-www.the-eco-center.orgeco-center.org

Using the Early Childhood Using the Early Childhood Outcomes Summary FormOutcomes Summary FormUsing the Early Childhood Using the Early Childhood Outcomes Summary FormOutcomes Summary FormPresentation Modified by Dee Gethmann

Iowa Department of EducationOctober 2006

Author of Original Presentation: Kathy Hebbeler

ECO Center at SRI International

Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center

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OverviewOverview

Why collect Early Childhood Outcomes data?

Understanding Early Childhood Outcomes

Measuring Children’s Accomplishments of the 3 Early Childhood Outcomes

Using the Early Childhood Outcomes Summary Form

Practice with the Early Childhood Outcomes Summary Form


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Iowa’s Early Childhood OutcomesIowa’s Early Childhood OutcomesPurpose: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


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Early Childhood Outcomes:Early Childhood Outcomes:Target PopulationTarget 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) Does NOT include children that begin receiving

special education services in kindergarten


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The Essential QuestionThe Essential Question

Are students with disabilities entering school ready to learn at high levels?


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Why Collect Early Childhood Outcomes Data?


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How will this make a difference for How will this make a difference for children and families?children and families?

System of Accountability: Looking at Results

Requirement to report in IDEA 2004 Provide information to the public

Data Reported by AEA and LEA Document effectiveness of Early ACCESS and Early Childhood Special Education (ECSE) services


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How will this make a difference How will this make a difference for children and families?for children and families?

System of Accountability: Looking at Results

Provide leadership to advance assessment practices and data use

Improve developmentally appropriate practices, instruction and outcomes for children (EC Blueprint)

Use data to plan and implement effective curricula, assessments, and interventions (EC Blueprint)


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UnderstandingEarly Childhood Outcomes

(ECO)


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Three Early Childhood Outcomes AreasThree Early Childhood Outcomes 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


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The 3 ECO Areas Refer to the The 3 ECO Areas Refer to the “Whole Child”“Whole Child”

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)


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Thinking Functionally Thinking Functionally (within age-expected bounds)(within age-expected bounds)

Not just…. Know how to make

eye contact, smile, and give a hug

Know how to imitate a gesture when prompted by others

Use finger in pointing motion

Show a skill in a specific situation

But does he/she… Initiate affection toward

caregivers and respond to others’ affection

Watch what a peer says or does and incorporate it into his/her own play

Point to indicate needs or wants

Use a skill in actions across settings and situations to accomplish something meaningful to the child


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ECO Area #1: Children have positive ECO Area #1: Children have positive social-emotional skills social-emotional skills

Involves: Relating with adults Relating with other children For older children - following age appropriate rules,

limits, and routines Participates/contributes as part of a group

Includes areas like: Attachment/separation/ autonomy Expressing emotions and feelings Social interactions and play


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ECO Area #2: Children acquire and ECO Area #2: Children acquire and use knowledge and skills 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 Pre-writing – scribbling, shapes, pictures, letters Object permanence Expressive language and communication


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ECO Area #3: Children use ECO Area #3: Children use appropriate behaviors to meet their appropriate behaviors to meet their needs needs

Involves: Taking care of basic needs Getting about in the environment Daily living skills In older children, contributing to their own safety,

fitness, and health care

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 Engaging in play Persisting in activities

Children have positive social-emotional skills

Children acquire and use knowledge and skills

Children use appropriate behaviors to meet their needs

Relation-ships with

adultsRelation-ships with

peers

Follows group rules

Symbol use, abstract thinking

Problem Solving Strategies

Listening PlayExploring

Playing

Being curious

Practicing

Touching

Attending

EngagingPersisting

Understand and Use Communication

Self-care, health and safety

CHILDREN’S DEVELOPMENT IS INTERCONNECTEDCHILDREN’S DEVELOPMENT IS INTERCONNECTED

Masters the environ-ment


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How do we describe the ECO How do we describe the ECO Areas in Iowa?Areas in Iowa?

Iowa’s Alignment of: Early Childhood Outcome Areas IFSP Outcome/IEP Goal Codes

used in IFSP/IEP Results Iowa Early Learning Standards

February 2006, Iowa Dept. of Education


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ECO Will Help Us Look at Our ECO Will Help Us Look at Our Results to Ensure…Results to Ensure…

Early ACCESS/ECSE is… Making a difference for children and

families…so that children with developmental

delays and disabilities are entering school ready to learn at high levels


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Measuring Children’s Accomplishment of

the 3 Early Childhood Outcomes


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Measuring Children’s Measuring Children’s Accomplishments Accomplishments

What is Assessment in Early Childhood?

“Assessment is a generic term that refers to the process of gathering information for decision-making.”

(McLean, 2004)


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DEC Recommended Practices for DEC Recommended Practices for AssessmentAssessment

Involves multiple measures e.g., observations, criterion-curriculum-

based instruments, interviews, curriculum-compatible norm-referenced scales, informed clinical opinion, work samples

Involves multiple sources e.g., families, professional team members,

service providers, caregivers, physicians

DEC = Division for Early Childhood (a division of the Council for Exceptional Children) http://www.dec-sped.org/


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Use of Multiple Measures and Use of Multiple Measures and Multiple Sources…Multiple Sources…

Iowa refers to this as “RIOT” Record Reviews Interviews Observations Tests/Assessments


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ExamplesExamples

Measures Reports

Medical Interviews

Parent Interview Observations

Time Sampling Tests/Assessments

Example: Curriculum-based assessments (e.g., Creative Curriculum Child Observation Assessment)

IFSP/IEP Results

Sources Parents and family

members Service providers Therapists Physicians Child care providers ECSE Teachers People familiar with

the child across settings and situations


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Include FamiliesInclude Families

Input from Families is Critical Family members

see the child in situations that professionals do not


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Multiple Measures and Sources Need Multiple Measures and Sources Need to Address Children’s Functioningto Address Children’s Functioning

ECO Areas Reflect: Functioning across a variety of settings and

situations that make up the child’s day Typical functioning, not child’s capacity to

function under ideal circumstances Many pathways to demonstrate

accomplishments for children with atypical development (e.g., using sign language, wheel chair).

Include any assistive technology or supports the child typically uses


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Challenges in Measuring Challenges in Measuring Children’s Accomplishments Children’s Accomplishments

There is not one measure that will assess the 3 ECO Areas directly Many child assessments are organized

around developmental domains Thus, the need to gather information

using Multiple Measures from Multiple Sources


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Key Points Key Points

Assumption: Children can be described in regard to how close they are to age expected behaviors and skills for each of the 3 ECO areas

By definition, most children in the general population demonstrate the ECO areas in an age-expected way

By providing services and supports, Early ACCESS/ECSE is trying to move children closer to age expected behavior


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Summarizing Children’s Summarizing Children’s AccomplishmentsAccomplishments

ECO Summary Form is used by IFSP/IEP Teams to Summarize this Information


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Using the Early Childhood Outcomes (ECO) Summary Form…Summarizing information from multiple methods and sources


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The ECO Summary Form The ECO Summary Form

When do Teams complete the ECO Summary Form?

Initial IFSP and IEP Meetings Annual Review, Re-Evaluation and Exit

Meetings Must complete when children are leaving

or exiting services Transition from Early ACCESS to ECSE Transition from ECSE to Kindergarten


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The ECO Summary FormThe ECO Summary Form

An ECO Summary form for each of 3 ECO areas must be reported for every infant/toddler with an IFSP or preschooler with an IEP.

Data are needed in all ECO areas even if:

No one has concerns about a child’s development

A child has delays in one or two ECO areas, but not in all three ECO areas


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Comparison to peers or standards: To what extent does this child show

age-appropriate functioning in the area of [ECO Area] across a variety of settings and situations?

Using a 7-Point Rating Scale


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Child’s Ratings are a snapshot of The whole child Functioning Across settings and situations

Rather than Skill by skill, In one standardized way, or Split by domains


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Progress: Has the child shown any new skills or

behaviors related to [ECO Area] since the last IFSP/IEP meeting?


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Child’s Progress is based on any of the following: Acquisition of a new skill or behavior since

the last IFSP or IEP meeting Independent demonstration of a skill or

behavior Progression made toward achieving IFSP

Outcomes or IEP Goals Improvement of skills and behaviors to a

level nearer to age-appropriate functioning


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Supporting Evidence for Outcome Rating and Progress in [ECO Area] Information gathered from various

procedures and multiple sources of data RIOT Progress monitoring data IFSP and IEP Results data Age appropriate expectations


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Using the Early Childhood Using the Early Childhood Outcomes Summary Form…Outcomes Summary Form…Determining a Child’s Rating and Determining a Child’s Rating and

ProgressProgress


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The Comparison to Peers or The Comparison to Peers or Standards (Questions 1a, 2a, 3a)Standards (Questions 1a, 2a, 3a)

Thinking about each ECO area… To what extent does this child show age-

appropriate functioning in the area of [ECO Area] across a variety of settings and situations?


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To Decide on a Child’s Rating…To Decide on a Child’s Rating…

Know what behaviors and skills are appropriate for the child’s age

How do children who are developing typically function on this ECO area?

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

Understand the differences between the outcome rating scale from 1 to 7


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Child’s Ratings in the ECO AreasChild’s Ratings in the ECO Areas

The IFSP or IEP Team determining the child’s rating reach consensus on a number between 1 and 7.

Descriptions are given for numbers 7 – Completely 5 – Somewhat 3 – Emerging 1 – Not Yet

Check 2, 4, or 6 if the child’s functioning is “in between”. That is, the child functions with more skill than the lower number, but not quite as described in the higher number.


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7 – Completely means…7 – Completely means…

Child shows functioning expected for his/her age in all or almost all of everyday situations that are part of a child’s life home, store, park, child care,

with strangers, etc. Functioning is considered

appropriate for his/her age No concerns


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6 – Between completely and 6 – Between completely and somewhat means…somewhat means…

Child’s functioning is generally considered appropriate for his/her age

Some concerns about the child’s functioning


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5 – Somewhat means…5 – Somewhat means…

Functioning expected for his/her age some of the time and/or in some situations

Mix of appropriate and not age- appropriate

Might be more like a slightly younger child


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3 – Emerging means… 3 – Emerging means… Child does not yet show functioning expected

of a child of age in any situation Skills and behaviors include immediate

foundational skills upon which to build age-appropriate functioning Saying one word is a foundational skill to

putting two words together Playing beside one another before they

interact in play Might be more like a younger child


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1 – Not Yet means…1 – Not Yet means…

Child does not yet show functioning expected of a child of his/her age in any situation

Skills and behaviors do not yet include any immediate foundational skills upon which to build age-appropriate functioning

Might be more like a much younger child


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None Quite Fit?None Quite Fit?

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


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The Progress Question The Progress Question (1b, 2b, 3b) (1b, 2b, 3b)

Progress based on child’s own past performance

Has the child shown ANY new skills or behaviors related to [ECO Area] since the last IFSP or IEP Meeting? Yes No Not Applicable because Initial IFSP/IEP

Meeting Small steps of progress count! Most will check “yes”


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Supporting Evidence for Supporting Evidence for Outcome Rating and Progress Outcome Rating and Progress (1c, 2c, 3c)(1c, 2c, 3c) On the ECO Summary form, IFSP

and IEP Teams will need to document:

What methods (RIOT) were used to determine child’s rating and progress

What were the specific sources of information

E.g. Parent, ECSE Teacher, SLP, XYZ Assessment

What were the relevant results that support the teams decisions

Provides a record of the basis for the decisions


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Supporting Evidence for Outcome Supporting Evidence for Outcome Rating and Progress…Rating and Progress… (1c, 2c, 3c) (1c, 2c, 3c)

Date of Assessment

Method Used(Check all that apply)

Sources of Information

Summary of Relevant Result(include present level of performance)

Record Review

Interviews

Observations

Tests/Assessments

Other


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EXAMPLE: Supporting Evidence for EXAMPLE: Supporting Evidence for Outcome Rating and Progress for Outcome Rating and Progress for Appropriate Behaviors to Meet their NeedsAppropriate Behaviors to Meet their Needs

Date of Assessment

Method Used(Check all that apply)

Sources of Information

Summary of Relevant Result(include present level of performance)

4/2/06 Record Review Physician’s Medical Report

Candace’s AFOs have been modified to support an increase in range of motion

4/12/06 Interviews Child’s Mother Candace’s mother reports that she eats with her fingers and does not use a fork or spoon.

4/4, 8, 10/06

Observations Early Childhood Special Education Teacher --observed during arrival/departure, toileting and snack

Candace used her fingers to feed herself and needs hand-over-hand assistance to use a spoon; Candace tugs on her diaper after it is wet or soiled; She puts one arm through the sleeve of her coat

4/14/06 Tests/Assessments Carolina Curriculum for Infants and Toddlers with Special Needs

Self-help: Eating – 12 – 15 monthsSelf-help: Dressing – 15 – 18 monthsSelf-help: Grooming – 18-21 monthsSelf-help: Toileting – 15-18 months


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Practice with the Early Childhood Outcomes Summary Form


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The Take Home MessagesThe Take Home Messages

Early Childhood Outcomes are not primarily about data

ECO are about doing good things for children and families

And using ECO data as a tool to help programs, providers and families know if what they are doing is making a difference for children and families…and if not, to make improvements so they will!

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