child outcomes quality assurance
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Child Outcomes Quality Assurance. January 8, 2010 Presented by Sherlock Center on Disabilities at RI College and The RI Department of Human Services For more information contact Maureen Whelan: [email protected]. Today’s Learning Outcomes. - PowerPoint PPT PresentationTRANSCRIPT
January 8, 2010
Presented by Sherlock Center on Disabilities at RI College and
The RI Department of Human Services
For more information contact Maureen Whelan: [email protected]
Today’s Learning Outcomes Understand how the Child Outcomes
Summary Forms (COSF) gets translated and reported to OSEP (the Office of Special Education Programs)
Learn ways to review your own program data Discover how to improve the validity and
reliability of your data and Begin to use the data for quality improvement
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
1. Children will demonstrate positive social emotional development (including positive social relationships)
2. Children will acquire and use knowledge and skills, including early literacy skills.
3. Children will use appropriate behavior to meet their needs.
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
• Moving from Compliance to Performance• Summary Statements• Target Setting• RI’s Current Process: COSF
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Outcome Statements1. Children will demonstrate positive
social emotional development (including positive social relationships)
2. Children will acquire and use knowledge and skills, including early literacy skills.
3. Children will use appropriate behavior to meet their needs.
Outcome 1: Children will demonstrate positive social emotional development (including positive social relationships)
Involves:Relating with AdultsRelating with ChildrenFollowing and understanding rulesRegulating emotions and behaviors
Includes areas like:Attachment/separation/autonomyExpressing emotions and feelingsLearning rules and expectationsSocial interactions and play
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Regulate emotions A 3 – 6 month old child can be comforted or
soothed by caregiver when over stimulated A 12 – 18 month old may use a security object
to soothe, may have small tantrums but can be easily directed
A 24 – 36 month old begins to verbalize feelings, can wait for short periods of time, can transition between activities and follows directions with little resistance
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Outcome 1: Children will demonstrate positive social emotional development (including positive social relationships)
Outcome 2:Children will acquire and use knowledge and skills, including early literacy skills.
Involves: Thinking Reasoning Remembering Problem Solving Using symbols and language Understanding physical and social worlds
Includes areas like Early concepts – symbols, pictures, numbers Imitation Object permanence Expressive language and communication Early literacy
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
MemoryA 3-6 month old will begin to repeat an
enjoyable activity (i.e. shaking a rattle)A 12-18 month old will show object permanence
and remember social games or actionsA 24-36 month old can retell stories, remember
simple rules, and remembers simple life events
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Outcome 2:Children will acquire and use knowledge and skills, including early literacy skills.
Involves: Taking care of basic needs Getting from place to place Using tools (e.g. fork, toothbrush, crayon) Health and Safety
Includes areas like: Integrating motor skills to complete tasks Self-help skills Using appropriate communication to ask for help
when needed Acting on the world to get what one wants
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Outcome 3:Children will use appropriate behavior to meet their needs.
Communicating and satisfying hungerA 3-6 month old will have a different cry to mean
hungry, and will begin to hold bottleA 12-18 month old may have a few words or signs
for familiar foods, can use hands to feed self, and explores with utensils
A 24-36 month old can ask for food using familiar phrases and simple sentences, feeds self independently with utensils
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Outcome 3:Children will use appropriate behavior to meet their needs.
Functional Skills are INTEGRATED
Have Positive Social
Relationships
Acquire & Use Knowledge &
Skills
Take Appropriate Action to Meet Their Needs
NOT domain-specificThe Sherlock Center on Disabilities at RI College and RI Department of Human Services
The Ratings: Things to RememberWhen assessing children for the outcomes:
• Involve multiple sources• Involve multiple measures
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Ask yourself:• What does the child typically do?• What is the child’s actual performance across settings and situations?• How does the child use skills to
accomplish tasks?
Outcomes are NOT:• The child’s capacity to function under unusual
or ideal circumstances• Necessarily the child’s performance in a
structured testing situation
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
The Ratings: Things to Remember
MOST IMPORTANTLY!!!What are the typical functional skills and behaviors for this child across a variety of settings?
What do we need to know when filling out the COSF?
Understand the contents of the three outcomes
Understand age-expected child developmentUnderstand age-expectations for a child
functioning within the child’s cultureKnow about the child’s functioning across
settings and situationsKnow how to use the rating scale
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
COSF Ratings7 Completely
The child shows behaviors and skills expected in all or almost all everyday situations that are part of the child’s life
The child’s functioning is considered appropriate for age
No one has significant concerns about the child’s functioning in this outcome area
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Outcome 3:Children will use appropriate behavior to meet their needs.Example: 28 month old child7 Completely
Child is independently mobile in all settings. Child dresses, brushes teeth, puts away own clothes, and eats independently. Child is able to communicate with a variety of people wants, needs, and asks for help using verbal language. Child remains safe in all settings, and demonstrates an understanding of rules at home and at childcare.
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
6 Between Completely and SomewhatThe child’s functioning is generally considered
appropriate for age, but there are significant concerns about the child’s functioning in this outcome area
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
COSF Ratings
6 Between Completely and SomewhatChild is independently mobile in all settings. Child dresses, brushes teeth, puts away own clothes, and eats independently. Child is able to communicate with a variety of people wants, needs, and asks for help using verbal language most of the time. Child requires constant supervision at home due to safety concerns (jumps off furniture and throws objects). Child is able to follow rules, but this is more consistent when in a highly structured environment.
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Outcome 3:Children will use appropriate behavior to meet their needs.Example: 28 month old child
5 SomewhatThe child shows functioning expected for age
some of the time and/or in some situations
The child’s functioning is a mix of age-appropriate and not-appropriate function
The child’s functioning might be described as like that of a slightly younger child
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
COSF Ratings
5 SomewhatChild is independently mobile in all settings. Child is able to take clothes off independently, but needs help to finish dressing. Child can brush teeth with help, and eats independently with utensils. At times, the child needs a reminder to use verbal language to communicate with a variety of people his wants, needs and to ask for help. Child remains safe in all settings, and is more likely to demonstrate an understanding of rules at child care than at home.
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Outcome 3:Children will use appropriate behavior to meet their needs.Example: 28 month old child
4 Between emerging and somewhatChild shows some age appropriate functioning
some of the time or in some situations or settings, but most of the child’s functioning would be described as not yet age appropriate
The child’s functioning might be described as that of a younger child
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
COSF Ratings
4 Between Somewhat and EmergingChild is independently mobile in all settings, although child tends to trip a lot when an object is in his way. Child dresses and undresses with adult help, brushes teeth with help, and eats most of a meal using utensils before using his fingers to self-feed. At times, the child needs a reminder to use verbal language to communicate with a variety of people his wants, needs and to ask for help. Child requires much supervision at home and at child care due to safety concerns. Child is beginning to follow some daily routine activities, but requires a lot of assistance and guidance with other rules and non-routine directions within his daily routine both at home and at child care.
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Outcome 3:Children will use appropriate behavior to meet their needs.Example: 28 month old child
3 EmergingThe child does not yet show functioning
expected of a child his/her age in any situationThe child’s behaviors and skills include
immediate foundational skills on which to build age appropriate functioning
The child’s functioning might be described as like that of a younger child
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
COSF Ratings
3 EmergingChild has recently become stable with walking long distances, but still has times where he does fall especially if an object is in his path. Child needs assistance with dressing and undressing although he likes to try it on his own first. Child finger feeds to eat, is beginning to use utensils, but is very messy at meal times. Child has a limited vocabulary, but is using some single words to request favorite foods. Child will tug on his mother’s clothing to indicate he wants her help, but will usually resort to crying when he needs help at child care. Child can follow basic routine directions, and is beginning to follow other simple directions and commands with some guidance from an adult.
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Outcome 3:Children will use appropriate behavior to meet their needs.Example: 28 month old child
2 Between Emerging and Not YetThe child does not yet show functioning
expected of a child his/her age in any situationThe child’s behaviors and skills have some of
the immediate foundational skills on which to build age appropriate functioning, but these are not displayed often.
The child’s functioning might be described as that of a younger or much younger child
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
COSF Ratings
2 Between Emerging and Not YetChild is stable most of the time while walking, but will revert to crawling when he is tired. Child needs assistance with dressing and undressing although he likes to try it on his own first. Child finger feeds to eat, is beginning to use utensils, but is very messy at meal times. Child has a limited vocabulary, but is using some single words to request favorite foods. Child will usually cry or fuss when he needs help, but sometimes will tug on an adult’s clothing to gain their attention for help. Child will follow basic routine directions and simple commands if the adult pairs the command with a physical gesture.
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Outcome 3:Children will use appropriate behavior to meet their needs.Example: 28 month old child
1 Not YetThe child does not yet show functioning
expected of a child his/her age in any situationThe child’s skills and behaviors also do not yet
include any immediate foundational skills on which to build age-appropriate functioning
The child’s functioning might be described as like that of a much younger child
Child with 1 ratings still have skills, just not yet an immediate foundational skill
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
COSF Ratings
1 Not YetChild currently crawls to get from place to place and has pulled to stand on his sofa a few times. Child requires full assistance with dressing. Child finger feeds to eat at times, but is usually fed by an adult. Child drinks from a bottle, and is not able to drink from an open cup. Child will sometimes point to what he wants, but usually will cry, fuss, or tantrum when he is not understood by others.
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Outcome 3:Children will use appropriate behavior to meet their needs.Example: 28 month old child
Decision TreeChild: Julie Age: 30 monthsOutcome: 3
Summary: Julie is able to walk from place to place, but will fall if there is an object in her way. She will often bump into things and is a bit unbalanced on uneven surfaces (sand, grassy areas). Julie requires assistance to climb up and down stairs, and up an down from chairs that are not toddler height. Due to this, Julie is sometimes either unsafe in areas that are cluttered or at times unwilling to even approach an area that is cluttered or challenging. Julie can drink from an open cup, use utensils, change her clothes, and brush her teeth with adult assistance. Julie seems to be more independent with these skills at home than at her child care center as reported by her mother and child care teacher. Julie uses some intelligible single words to request foods (drink, cookie, more, banana) and to request favorite activities (book, dora, swing-to mean playground, nana-to mean grammas house). When she is not understood by others, or if she becomes frustrated while trying to do something for herself, she will immediately fall to the floor and tantrum.
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Progress Y/NThe ECO Center defines progress as “the acquisition
of at least one new skill or behavior related to the outcome”
Compares child to her/himself over time (not to same-age peers, as with the 1-7 ratings)
HINT: The answer should almost always be YES, unless the child has a degenerative or extremely disabling condition
“Impossible” – 1-7 ratings indicate growth but ‘no progress’ indicated
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Where Do We Go From Here?COSF data needs translation to
interpret
Entry (1-7) + Exit (1-7) + Progress =
Categories a-e
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Category “a”
Child did not improve functioning from entry to exit
Child didn’t gain any new skills while in the program OR
Child regressed during the programThis category should include only those children with
degenerative conditions or very significant disabilities
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Child “a”: SallySally was enrolled in EI at age 2 due to recent
loss of some single words but was pointing to request preferred foods and toys
Sally was diagnosed with Rett Syndrome at age 25 months
At exit, Sally had no spoken language and had lost her ability to point to request things
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Developmental Trajectory for “a”
Level of Development
7
6
5
4
321
Age in MonthsEntry Exit
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Category “b”Child who improved functioning but not
sufficient to move nearer to functioning of same-age peersChild who acquired new skills but grew at the same
rate throughout their time in the programChild made gains but did not change their rate of
growth
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Child “b”: TimmyTimmy entered EI at age 2, and he was using
a few single words to request, but his parents often could not understand his speech
By the time Timmy was 3, he was using more words at home but unfamiliar people still found his speech difficult to understand
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Developmental Trajectory for “b”
Level of Development
Age in MonthsEntry Exit
7
6
5
4
321
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Category “c”Children who improved functioning to a level
nearer but not equal to same-age peersChild who accelerated their rate of growth during
their time in the programChild made progress toward “catching up” to
peers but still functioning below age expectations“Narrowed the gap”
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Child “c”: KareemKareem was enrolled in EI at 9 months of age
because he was not sitting independently or crawling
By age 3, Kareem was walking skillfully but still required support to manage uneven surfaces when playing with peers in community settings (parks, library)
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Developmental Trajectory for “c”
Level of Development
Age in MonthsEntry Exit
7
6
5
4
321
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Category “d” Children who improve functioning to reach a
level comparable to same-age peers Child who was functioning below age
expectations when they entered program but are age-appropriate when they leave program
Child “caught up” while in the program
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Child “d”: Maria Maria lives in a bilingual home and entered EI
at age 2 with a few Spanish single words, but was mostly pointing or getting things for herself
By age 3, Maria was a bit shy with new people until she became comfortable, but was consistently using 2- and 3-word phrases in both Spanish and English
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Developmental Trajectory for “d”
Level of Development
Age in MonthsEntry Exit
7
6
5
4
321
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Category “e”Children who maintained functioning at a
level comparable to same-age peersChildren who were functioning at age
expectations when they entered the program and kept up with age expectations throughout their time in the program
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Child “e”: Alex Alex was enrolled in EI at 3 months of age
due to a diagnosis of neurofibromatosis and possible risk for vision problems and developmental delays
Alex was discharged from EI at age 15 months of age because he had not developed vision problems and was age-appropriate in all areas of development
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Developmental Trajectory for “e”
Level of Development
Age in MonthsEntry Exit
7
6
5
4
321
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Converting COSF data to OSEP progress categories
Child's Name Entry Rating Exit Rating Progress? OSEP Category
Tammy7 7 yes
Patty6 7 yes
Jonas3 5 yes
Phoenix4 4 yes
Angela1 1 no
Juan2 4 yes
Terry 1 1 yes
Leroy3 5 yes
Maria4 7 yes
Tony5 3 yes
Tutor:
Conversion of Child Outcomes Summary Form (COSF) data
to OSEP Reporting Categories
Entry Exit OSEP
Outcome Outcome Progress Category
--
Instructions
Entry: Enter rating number for outcome (1 through 7)
Exit: Enter rating number for outcome (1 through 7)
Indicate whether or not progress was made since Entry
(Yes or no: format "y" or "n")
Reporting category will appear in "OSEP Category" column
a - Children who did not improve functioning
b - Children who improved functioning but not sufficient to move nearer to
functioning comparable to same age peers
c - Children who improved functioning to a level nearer to same-aged peers
but did not reach it
d - Children who improved functioning to reach a level comparable to
same-aged peers
e - Children who maintained functioning at a level comparable to same-aged peers
Progress? - No determination of progress has been provided yet (please fix)
Impossible - The combination entered could not possibly occur. For example,
a child cannot go from a 5 to a 7 and show no progress (please fix)
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
What do you see?6’s and 7’s Outcome 1 = 46%Outcome 2 = 36%Outcome 3 = 26%
Does what you see make sense?
6’s and 7’s are lowest in Outcome 3
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
• “Few children receiving services would be expected to be considered functioning as typically (few scores in the typical range) at entry”
• “Functioning in one outcome area will be related to functioning in the other outcome areas”
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
What do you see?
Does what you see make sense?
• Do you have high 6’s and 7’s?Add up the % of 6’s and 7’sThen compare your % with the State as
a whole
• Does Outcome 3 have a lower % of 6’s and 7’s than Outcomes 1 and 2?
• Compare % of 6’s and 7’s across all Outcomes
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Look for examples of all 6’s and 7’s at entry
Look for 2 Outcomes entering at 6 or 7 and 1 Outcome entering at lower rating
Look for wide discrepancies in ratings across Outcomes
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
What do you see?
• 6’s and 7’s increase with all Outcomes• Increase in 6’s and 7’s for Outcomes 2
and 3• Decreases in 5’s
Does what you see make sense?
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
What do you see?• Do 6’s and 7’s increase with all
Outcomes?• Compare 6’s and 7’s at exit to entry
ratings in all Outcomes • Compare exit and entry of other
ratings?Does what you see make sense?
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Look for examples of all 6’s and 7’s at exit in all/or 2 Outcomes areas for children who exited to Part B
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
• % of e’s is higher than all other categories in Outcome 1 and 2
• Low % of a’s • % of d is higher in Outcome 3 compared to Outcomes 1 and 2
Missing Information
Impossibles
Progress Questionable
What do you see?
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Program Data ScoresWhat do you see?
• Does your program have a high % of e’s• Is there a difference in % of e’s between
Outcomes?• Is there a difference in the % of d’s between
Outcomes?• Is there another score category that is high?
%b?• Does your program have missing data?
Why do you think this is?
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Look at e’s…Do you have records with 6’s and 7’s at entry and exit in 2 or more Outcomes
Look at a’s… Is the progress question correct?
Look at b’s…Does the written summary support a rating that has stayed the same?
Look at records with Progress… Is the progress question blank or is it a data entry issue?
Look at the Impossibles….Was the question understood?
Look at Missing records…Is it a data entry problem or a systems issue (Note: Attaching the COSF to the discharge sheet is an effective way to lessen “Missing Data”
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Summary StatementsSummary Statement 1:
Of the children who entered below age expectation, the % of children who substantially increased their rate of growth by exit
c+d / a+b+c+d
Summary Statement 2: The % of children who were functioning
within age expectations by the time they exited
d+e/ a+b+c+d+e
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
RI Process and Guidance•Upon Entry and Exit for ALL children •COSF’s for transfers
•In-State – use previous programs entry status
•Out-of-State – begin new entry status rating
•More than 1 EI experience – begin new rating upon each entry
•COSF Review Protocol
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
RI Process and GuidanceRating Resources• Backside of COSF• RI Child Outcomes Guidance• ECO Decision Making Trees
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
What is it?
• Excel spreadsheet, found in the RI Early Intervention Care Coordination System in Welligent - updated quarterly• Contain information for all providers – no identifying data• Can compare to statewide data or another provider• Identify missing data• Analyze program data for trends – identify training needs
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Where is it?Go to the communications center then click on downloads
Outcomes Summary Spreadsheet
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Click saveHow is it downloaded?
Click file to download
Then select where to save the file then click save
Note: If your agency’s server does not allow you to save the file on your PC, you may be able to save the file to a thumb drive instead of your PC
Outcomes Summary Spreadsheet
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Main components of the spreadsheet
Definition tab – describes what the spreadsheet contains and the meaning of
terms
Missing Data tab – review data to find what children have missing or invalid
data
Main Entry tab – contains tables and graphs to review each outcome entry
data *
Main Exit tab – contains tables and graphs to review each outcome exit data
*
Main Scores tab – contains tables to review each outcome scoring data and
outcome statements *
Raw Tab – contains all the raw data
Data Patch – contains data to make sure the outcome statements work
correctly
* Providers may change parameters on this sheet to analyze different aspects of the data
Outcomes Summary Spreadsheet
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
Parameters are drop-down lists that the user may change to view filtered information. The default is “all” meaning all data is used for the calculations. The user can change the following drop-downs to filter the out-come data.
• Discharge SFY – Select one state fiscal year (July – June) based on discharge date
• Discharge year – Select one calendar year (January-December) based on discharge date
• Disc –Select one Discharge Status• SFY- Select one state fiscal year (July- June) based on referral date• Year - Select one calendar year (January- December) based on referral date• Eli – Select one Eligibility Category• Provider- Select one EI Provider• Group Months in EI – Select a length of stay in EI based on referral date• Group Months from entry – Select a length of stay in EI based on the COSF
entry date• Group (or Entry) More Than 6 – Older versions of excel only allow the user to
select one option from each drop down list. If you are using a older versions this drop down allow you to select children who have been in EI (based on referral or COSF entry) “less” than six month or “More” than six months. Users with a higher version of excel do not need this option as then can select one or more age groups from the option above.
Outcomes Summary Spreadsheet
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
To work with any table- right mouse click on the table and click refresh data
Click on View then Zoom to display the tab in a larger or smaller print!Change any the parameters fields by using the drop down listsClick on just the graph to print the graph only
Click on chart and then press {shift}{ctrl}F to format the chart. This works if you are using Microsoft Excel 2000. For high or lower versions of Excel you may need to format manually or create a macro.
Outcomes Summary Spreadsheet
Tips
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
The missing data tab will assist in identifying the IDs of children with incorrect or missing data. This spreadsheet only contains children enrolled in EI who have been discharged. If the child has been enrolled, providers, in most cases, should be able to fill out an exit outcomes form based on their knowledge of the child.There will be exceptions to the rule when a provider has not served the child. The parameters in the missing data tab can help providers sort through problems with missing or incorrect data.Incorrect data must be corrected
• Even for children who have been in EI less then six months the form should be filled out – However the parameter “Group months in EI” can be used to identity children over or under six months in EI.
• Certain discharge categories may indicate the reasons for missing data such as unable to contact but this would also depend on how long the provider has served the family.
Outcomes Summary Spreadsheet
Missing Data Guidelines
The Sherlock Center on Disabilities at RI College and RI Department of Human Services
EI TUNESOutcome Essentials