building a national system to measure child and family outcomes from early intervention
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Building a national system to measure child and family outcomes from early intervention. Early Childhood Outcomes Center. International Society on Early Intervention New York City, May 2011. ECO Presenters and Affiliations. Frank Porter Graham Child Development Institute Lynne Kahn - PowerPoint PPT PresentationTRANSCRIPT
Building a national system to measure child and family
outcomes from early intervention
Early Childhood Outcomes Center
International Society on Early InterventionNew York City, May 2011
ECO Presenters and Affiliations
Early Childhood Outcomes Center 2
SRI InternationalLauren Barton
Kathleen HebbelerSangeeta MallikDonna Spiker
Frank Porter Graham Child Development
InstituteLynne Kahn
RTI InternationalDonald BaileyMelissa Raspa
Identifying a National Set of Child and Family Outcomes
Kathleen HebbelerLynne Kahn
Donna Spiker Sangeeta Mallik
Lauren Barton
International Society on Early InterventionNew York City, May 2011
Early Childhood Outcomes Center
Why does the U.S. government want data on child outcomes?
• Government Performance and Results Act
(GPRA)
• Program Assessment Rating Tool (PART)
• Individuals with Disabilities Education Act (IDEA)
Requires goals and indicators be established for
IDEA
Indicators and data collection for school age
population included data on outcomes
Previously, for early childhood data had been
collected on: • Number of children served (Early intervention, 0-3)• Settings (both EI and Early Childhood Special Education,
3-5)
Government Performance and Results Act (GPRA) passed in 1993
Early Childhood Outcomes Center
130 programs examined in 2002; 50% programs had
no performance data
Programs looking at inputs, not results
Included Part C (0 to 3) and Part B Preschool (3 to 5)
OSEP: PART evaluation results (2002)
Both Part C and Part B Preschool categorized as “Results Not Demonstrated” due to lack of outcome data. OMB* recommended OSEP** develop a strategy for collecting outcome data
*Office of Management and Budget**Office of Special Education Programs
Early Childhood Outcomes Center
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SEC. 616. <<NOTE: 20 USC 1416.>>
MONITORING, TECHNICAL ASSISTANCE, AND ENFORCEMENT. (a) Federal and State Monitoring.-….. (2) Focused monitoring.--The primary focus of Federal and State monitoring activities described in paragraph (1) shall be on-- ``(A) improving educational results and functional outcomes for all children with disabilities;
Also Individuals with Disabilities Education Act (IDEA) emphasizes results
The Development of the Outcome Statements
8Early Childhood Outcomes Center
2004-early 2005 ECO gathered input on child and family outcomes
Summer 2005 OSEP announced the child and family outcomes States must report on through their State Performance Plans/Annual Performance Reports (SPP/APR)
Process of Gathering Input
• Series of stakeholder meetings over 15 months– What criteria should the outcomes embody?– What are the outcomes for which these programs
should be held accountable?
• State administrators, researchers, families of children with disabilities, professional organizations, advocates weighed in
9Early Childhood Outcomes Center
Some of the considerations and criteria that emerged
• Apply to the entire birth through 5 age span
• Apply to all children with disabilities• Be compatible with best practice (esp.
transdisciplinary service models, functional behaviors)
• Have potential to influence practice in a positive way
• Be readily understood10Early Childhood Outcomes Center
Final Steps
• ECO posted the draft child and family outcomes on our web site for public comment
• Based on input received, in February 2005 ECO made recommendations to OSEP on what the outcomes should be.
11Early Childhood Outcomes Center
Overarching goal of EI/ECSE for children
“…is 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.”
ECO Center, Family and Child Outcomes for Early Intervention and Early Childhood Special Education
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Three Child Outcomes
Positive social emotional skills (including positive social relationships)
Acquisition and use of knowledge and skills (including early language/ communication [and early literacy])
Use of appropriate behaviors to meet their needs
13Early Childhood Outcomes Center
Reporting on Child Progress
14Early Childhood Outcomes Center
December 2005 States submit plans via SPP on how they will collect outcome data
September 2006 OSEP finalizes the child outcome reporting categories
February 2007 “Status at entry” data
February 2008 1. Child progress data for children who exited 7/1/06 through 6/30/07
What States Report:OSEP Reporting Categories
Percentage 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 peers
3 outcomes x 5 “measures” = 15 numbers
Early Childhood Outcomes Center 16
0 6 12 18 24 30 36 42 48 54 60 660
10
20
30
40
50
60
70
Developmental Trajectories
Functioning like same aged peersImproved functioning to that of same aged peersMoved closer to function-ing like same aged peersImproved functioning, no change in trajectoryDid not improve function-ing
Age in Months
Gro
wth
in
Ou
tco
me
Reporting on Child Progress
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2008 and 2009
State input into Summary Statements that will become the basis for target setting
February 2009 2. Child progress data for children who exited 7/1/07 through 6/30/08
February 2010 3. Child progress data for children who exited 7/1/08 through 6/30/09. States set targets for Summary Statements.
The Summary Statements
1. Of those children who entered 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.
18Early Childhood Outcomes Center
Reporting on Child Progress
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February 2011 4. Child progress data for children who exited 7/1/09 through 6/30/10. States report on targets.
2011 Summary statement data released for local programs.
Summary: National Picture
• Part C (0-3) and Part B Preschool (3-5) have gone from having no data in 2003 to 4 years worth of data by 2011.
• There are still issues with the data but it continues to improve because of state diligence.
• No other national early childhood program has this kind of information.
• No other program in the U.S. Department of Education has this kind of information.
20Early Childhood Outcomes Center