Council for Exceptional Children/Division of Early ChildhoodConference

October 2010Kim Carlson, Asst. Director/619 Coordinator

Ohio Department of EducationOffice of Early Learning and School Readiness

Child OutcomesState of the State

Ohio: Demographics• 6th Largest State for

children with disabilities (ages 3-21)

• 12/09 child count: 23,246

• 612 School Districts• 88 Counties

– Education Service Centers

– County Boards of DD• 16 State Support

Teams-regionalized TA/PD

Ohio Assessment Policies

State statute requires programs to document child progress using research-

based indicators prescribed by the Department and report results annually.

Accountability & Continuous Improvement

Ohio Early Learning Program Guidelines: Systematically assess conditions, practices, policies

and program performance

• Conduct annual self-assessment with identified stakeholders and community partners to evaluate accomplishment of program goals– Data reported to ODE– Child progress data– Program licensure report– Family input and feedback– Complaint records– Fiscal reports– Transition services

Early Childhood Outcomes Summary Form

• Initial year of the COSF: 2007– Trained local teams of teachers and administrators

• Locals report scores to state – Fall & spring of every year

• State does conversion of COSF scores to progress categories

• Implementing alternate form spring 2011– Source summary OR– Evidence statements

Early Childhood Outcomes Summary Form

• Multiple Sources Required • Two Sources are consistent statewide for

funded programs – Get It! Got It! Go! & – Ages/Stages Questionnaire: Social-

Emotional (completed with parent)

Measurement System Knowledge & Skills

• Preschool special education supervisors• Annual series of communication– Fall Data/Reporting Requirements– February Supervisor Discussions– Spring Institutes

• Two Institutes– Stage 1: Data Quality and Accuracy– Stage 2: Data Analysis and Public Reporting

• For families: outcomes brochure/cards

Measurement System Knowledge & Skills

• Data collection protocols• Data checks in the state data system

– Funding impact

Data Collection: Efficient, Effective, Accurate

Measurement System Knowledge & Skills

• New Web page• Webinar series (in development with ECO

Center)• Teacher reference sheet• Approved PD through regional state support

teams• Alternate COSF form- 2 options

Teacher Reference: PROCESS Implementation

ECO Implementation Survey

• Purpose: Identify challenging practices for local districts and personnel– Survey May 2010

• Lessons Learned:– Multiple sources of information– Duplication of source summaries– Comparable to same-aged peers– Use of Decision Tree– Fidelity of Process– Data Issues

2010 ECO Conference How Will I Know?

Use of the Decision Tree

ECO Implementation Survey

• Lessons Learned– Core team input

• Preschool special education teacher• General education teacher• Parent• Related services personnel

– Involving parent

2010 ECO Conference How Will I Know?

Reasons for Completion without all Members Contributing

2010 ECO Conference How Will I Know?

Involving Parents

Whole childWhole class

Whole systemHow is this in evidence?

Accountability FrameworkAccountability FrameworkEarly ChildhoodEarly Childhood

Program Capacity Measures Curriculum-Embedded Performance Measures

Child and Family Outcome Measures

Aligned with P-12 Content Standards

Literacy: GGG and KRA_LEarly Childhood Outcomes SummaryParent SurveyHealth & Developmental Screenings

Tools for Alignment to the Early Learning Content StandardsIEP Outcomes

ELLCO: Early Language & Literacy Classroom ObservationELLRT: Early Language & Literacy Reflection ToolSelf-Assessment Tools

State InfrastructureRegionally Based/Local Needs

• Professional Development– Preschool Literacy Core Curriculum (CORE)– SIRI: Pre K/K State Institutes for Reading Instruction– Teacher Leaders– Ohio Early Learning Content Standards

• Integrated Curriculum• The IEP and the Early Childhood Curriculum

• Teacher Leaders• Assessment Training• Observation and Mentoring• ELLCO Observations and TA• English Language Learners• Regional Leadership Meetings

PD Connection

• IVDL/Higher Education Faculty– At no cost unless college credit desired

• Institute of Education Science Grant- APPLE: Ohio – Evaluate statewide professional

development in Ohio• 80 Teacher Leaders each year• Group A will participate in the Preschool Literacy Core • Group B will participate in Preschool Literacy Core with

Teacher Leader support• Group C will participate in two of the Ohio Early

Learning Content Standards modules (Math, Science, Social Studies)

• Ohio Resource Center for Mathematics, Science ad Reading

• Resources for early childhood– Early Childhood Bookshelf– Standards-aligned and Peer Reviewed Lessons– Early Childhood Building Blocks- Best Practice

Articles

http://www.ohiorc.org/

What do we know?

• Children served in Public Preschool and PSE classrooms experienced statistically significant growth from fall to spring

• Public Preschool participants had significantly higher KRA-L scores than all other K students.

• PSE participants who are nondisabled in K have higher KRA-L scores than all other K students who are nondisabled.

Early Language and Literacy Classroom Observation Early Language and Literacy Classroom Observation (ELLCO) Study Results(ELLCO) Study Results

Instrument• Classrooms rated on 14

individual ELLCO elements

• 5 point evidence scale (5 = exemplary or strong evidence)

• 2 subscales: – General Classroom

Environment – Language, Literacy and

Curriculum

Methodology• Stratified random sample of

PSE classrooms• 2009: 115 observations in

PSE• 2010: 299 observations

conducted

ELLCO Study Questions• What is the quality of literacy practices in ODE-funded

early education programs?• How do the scores of programs and classrooms

compare with recognized standards of effective literacy practice (defined as a 4 or 5 on the ELLCO rating scales)?

• To what extent are teachers (best practices) and programs (capacity) making progress toward reaching or exceeding recognized standards of literacy practice that promote literacy success?

• Based on the ELLCO results, what are statewide or local professional development needs?

ELLCO Mean Ratings for PSE Classrooms, ELLCO Mean Ratings for PSE Classrooms, Spring 2010, N=299Spring 2010, N=299

N=115*N=116

STANDARD EFFECTIVE PRACTICE

ELLCO Mean Ratings for PSE Classrooms, ELLCO Mean Ratings for PSE Classrooms, Spring 2009Spring 2009

ELLCO Results 2010ELLCO Results 2010

• Highest-rated ELLCO elements:– Classroom Management Strategies (Mean=4.29)– Classroom Climate (Mean=4.24)– Organization of the Classroom (Mean=3.99)

• Lowest-rated ELLCO elements:– Presence and Use of Technology (Mean=3.18)– Recognizing Diversity in the Classroom (Mean=2.84)

Summary of Summary of ELLCO Results 2010ELLCO Results 2010

• 41% PSE classrooms demonstrated effective literacy practices• Higher levels of teacher educational attainment were associated with

higher ELLCO ratings for all three scores• Average early childhood education teaching experience was

approximately 12 years• Teachers with 13 or more years of teaching experience scored

significantly higher on the Language, Literacy, and Curriculum Subtotal & Classroom Observation Total than teachers with 6-12 years of teaching experience

• Higher ELLCO ratings are associated with classrooms that have a smaller percentage of students with disabilities

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