Building State Systems to Produce Quality Data on Child Outcomes

Jim J. LeskoDirector, Early Development and Learning

ResourcesDelaware Department of Education

Delaware State Perspective

• Sixteen LEAs • 2,300 children enrolled – average• Observation/Performance Based Measures

– Prior Approved Measures

• Educators Complete Assessment – Teachers, Speech/Language Pathologists, Psychologists– Accept assessments completed by community

providers/practitioners

Delaware State Perspective

• Use Child Outcome Summary Format as Mechanism for Aggregation of Data

• Annual Reporting on Outcomes to USDOE on Exiting Children Only

Early Childhood Outcomes

• Initial year of the outcomes 2006– Provided training on assessment measures– Training to each LEA – teachers and administrators

• Locals report scores to state • Two data points annually – typically fall & spring• Multiple Sources of information required • Two Sources are consistent statewide for funded

programs • State does conversion of COSF scores to

progress categories

Toddler 2 may… 19-35 months Initiate action to make things happen

Use simple strategies to meet their own wants and needs

Use utensils to feed self

Begin to dress self

Preschool Child may… 36-60 months

Make independent choices

Begin to develop a plan for play

Develop increasing independence in a range of activities, routines, and tasks

Use positive behavior to solve problems

Begin to show awareness and independence in hygiene, nutrition and personal care

Build awareness and ability to follow basic health and safety rules

Outcome 3 Children use appropriate behaviors to meet their needs

OUTCOME ONE OUTCOME TWO OUTCOME THREEChildren have positive social emotional skills Children acquire and use knowledge Children use appropriate behaviors to meet their needs

(including social relationships) and skills (including early literacy)

Personal Social Cognition Personal Social1. Self Regulation and Responsibility 5. Attention and Memory 4-I Self-Help Eating

2. Interpersonal Skills 6-I Visual Perception: Blocks and Puzzles 4-II Self-Help Dressing3. Self-Concept 6-II Visual Perception: Matching and Sorting 4-III Self-Help Grooming

7. Functional Use of Objects & Symbolic Play 4-IV Self Help Toileting8. Problem Solving/Reasoning

9. Number Concepts Fine Motor10. Concepts/Vocabulary: Receptive 17. Imitation: Motor11. Concepts/Vocabulary: Expressive 18. Grasp & Manipulation

12. Attention & Memory: Auditory 19. Bilateral Skills20.Tool Use

Communication 21.Visual Motor Skills13. Verbal Comprehension14. Conversational Skills Gross Motor

15. Grammatical Structure 22-I. Upright: Posture & Locomotion16. Imitation: Vocal 22-II. Upright Balance

22-III. Upright: Ball Play22-IV Upright: Outdoor Play

Carolina Curriculum Crosswalk With OSEP Child Outcomes

Outcome 1 1Children have positive social-emotional skills (including social relationships)Baby may….. 0-9 months

Acknowledge and/or respond to others through eye contact, vocalizations, facial or body movements or assistive technologyE-1 4 Responds with a smile or coo to friendly speech and fondlingE-1 7 Responds to show that he/she understands several words such as bye-bye and mamaE-1 8 Responds to own nameE-2 2 Smiles when talked toE-2 4 Raises arms when parent says, "Come here" or "Up" while reaching toward childE-2 5 Shakes head for "no" or pointsE-2 6 Waves "bye-bye"E-2 7 Shows affectionE-2 8 Nods head for "yes"E-2 9 Gestures to make wishes knownE-2 10 Holds up objects for attentionE-3 4 Coos and gurgles when talked toE-3 6 Vocalizes or "talks" back when talked toE-3 9 Vocalizes at othersG-1 1 Looks attentively at a human faceG-1 2 Visually follows moving personG-1 3 Responds with a smile G-1 4 Likes to sit supported where others are playing or workingG-1 8 Shows delight or laughs when he/she sees fingers approaching to gently poke bellyG-1 9 Smiles or vocalizes as a means of getting attentionG-1 10 Holds out arms to be picked upG-1 13 Plays peekabooG-1 15 Plays pat-a-cakeG-1 16 Gives affection to family members or caretakersG-2 1 Gets excited when a toy is presentedG-2 5 Plays peekabooG-2 7 Plays pat-a cakeG-3 1 Holds out arms to be picked upDemonstrate a preference for interactions with familiar adults in some observable wayG-1 11 Is shy with strangersG-1 14 Shows attraction to caretaker, and may be afraid of strangers Initiate interactions with caregiversG-1 9 Smiles or vocalizes as a means of getting attention

COGNITION Delaware Early Learning Foundations

5. Attention and Memory: Visual/Spatial  

a. Points to hand that is hiding a toy (both when toy remains in IT Uncover a toy that has been hidden.

hand and when toy is transferred to the other hand, out of sight)  

   

b. Recognizes the covers of several books and labels them  

   

c. Recognizes familiar signs Show increasing awareness of print, familiar signs, and labels

   

   

d. Identifies (points to) object or picture shown briefly and shown IT Show increased short and long term memory and increased attention

again in an array of three  

  .

e. Identifies (points to) object or picture shown briefly and shown IT Show increased short and long term memory and increased attention

again in an array of four  

   

f. Tells the name of an object or picture shown briefly to a group IT Show increased short and long term memory and increased attention

of two and then hidden  

   

g. Remembers incidental information IT Show increased short and long term memory and increased attention

   

   

h. Names one of several (4 or more) objects or pictures shown (or IT Show increased short and long term memory and increased attention

objects felt), named and then hidden  

   

i. After observing three objects being placed under separate covers, IT Show increased short and long term memory and increased attention

identifies the cover under which a matching object is hidden  

   

j. Remembers and names which one of three objects has been IT Show increased short and long term memory and increased attention

hidden  

Social Emotional Description Totals Percentage

A Percent of preschool children who did not improve functioning 11 2.8%

B

Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers 22 5.7%

CPercent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it 121 31.3%

DPercent of preschool children who improved functioning to reach a level comparable to same-aged peers 193 49.9%

EPercent of preschool children who maintained functioning at a level comparable to same-aged peers 40 10.3%

    387 100%

Baseline Data for Preschool Children Exiting 2008-2009

Summary Statement Table

Summary Statements % of children

Outcome A: Positive social-emotional skills (including social relationships)1. Of those children who entered or exited the program below age expectations in Outcome A, the

percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program

90.5%

1. The percent of children who were functioning within age expectations in Outcome A by the time they turned 6 years of age or exited the program

60.2%

Outcome B: Acquisition and use of knowledge and skills (including early language/communication and early literacy)

1 Of those children who entered or exited the program below age expectations in Outcome B, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program

92.9%

2. The percent of children who were functioning within age expectations in Outcome B by the time they turned 6 years of age or exited the program

54.3%

Outcome C: Use of appropriate behaviors to meet their needs1 Of those children who entered or exited the program below age expectations in Outcome C, the

percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program

91.8%

2. The percent of children who were functioning within age expectations in Outcome C by the time they turned 6 years of age or exited the program

64.8%

Quality

• Not a One Shot Deal• Fairly High Turnover of Staff• On-Going Professional Development

Requirement– Practitioners– Data Entry Individuals

• SEA – LEA Data Quality Checks – Targeted Annually

Next Steps

• Delve Deeper Into The Data• Analyze Data by Subgroups

– Classification of Disability– Time in Intervention– Age– LEA

• Compare COSF ratings of “outgoing-incoming” Part C populations

• Data Coach Support to LEAs