Delaware Delaware Building BLOCKSBuilding BLOCKS

EARLY CHILDHOOD EARLY CHILDHOOD MONITORING – INSTRUCTION – MONITORING – INSTRUCTION –

ACCOUNTABILITY SYSTEM FOR YOUNG ACCOUNTABILITY SYSTEM FOR YOUNG CHILDRENCHILDREN

Delaware Special Education Meeting

September 15, 2006Jim Lesko and Verna Thompson

OFFICE OF SPECIAL EDUCATION OFFICE OF SPECIAL EDUCATION PROGRAMS CHILD OUTCOMESPROGRAMS CHILD OUTCOMES

Outcome One Outcome One Children have positive social – Children have positive social – emotional skills emotional skills (including social relationships)(including social relationships)

Outcome TwoOutcome TwoChildren acquire and use Children acquire and use knowledge and skillsknowledge and skills(including early language/ (including early language/ communication and early literacy)communication and early literacy)

Outcome ThreeOutcome ThreeChildren use appropriate Children use appropriate behaviors to meet their needsbehaviors to meet their needs

Information To Be Reported to Information To Be Reported to OSEP:OSEP:

% of children who % of children who maintained skills comparable maintained skills comparable to same-aged peersto same-aged peers

% of children who made % of children who made progress to attain skills progress to attain skills comparable to same-aged comparable to same-aged peerspeers

% of children who made % of children who made sufficient progress to narrow sufficient progress to narrow the gapthe gap

% of children who made % of children who made progress but did not narrow progress but did not narrow the gapthe gap

% of children who do did not % of children who do did not make progressmake progress

Delaware Approved Primary Delaware Approved Primary AssessmentsAssessments

Carolina Curriculum Infants and ToddlersCarolina Curriculum Infants and Toddlers Carolina Curriculum PreschoolersCarolina Curriculum Preschoolers Creative Curriculum Developmental Creative Curriculum Developmental

Continuum Infants, Toddlers and Two’sContinuum Infants, Toddlers and Two’s Creative Curriculum Developmental Creative Curriculum Developmental

Continuum for PreschoolersContinuum for Preschoolers California Desired Results ACCESS (Jan, California Desired Results ACCESS (Jan,

07) 07)

Exceptions:Exceptions:

(1)Children identified as Preschool Speech Delayed (1)Children identified as Preschool Speech Delayed

(2)Children with severe and profound disabilities(2)Children with severe and profound disabilities

Approved Assessments for Approved Assessments for Children Identified as Preschool Children Identified as Preschool

Speech DelayedSpeech DelayedOutcome One and Three Outcome One and Three

Adaptive Behavior Assessment System Adaptive Behavior Assessment System (ABAS)(ABAS)

Vineland II Adaptive Behavior ScalesVineland II Adaptive Behavior Scales Ages and Stages Questionnaires (ASQ)Ages and Stages Questionnaires (ASQ) Child Development Inventory (CDI)Child Development Inventory (CDI)

Outcome TwoOutcome Two Appropriate assessment for articulation Appropriate assessment for articulation

Assessing Children With Assessing Children With Severe DisabilitiesSevere Disabilities

Programs will be piloting these Programs will be piloting these assessments:assessments:

Collier AzuzaCollier Azuza Developmental Assessment for Developmental Assessment for

Students With Severe Disabilities Students With Severe Disabilities (DASH)(DASH)

Timeline for Assessing Timeline for Assessing ChildrenChildren

Assessment AdministrationAssessment Administration Children will be assessed at a minimum in Children will be assessed at a minimum in

the fall and in the springthe fall and in the spring Children returning for a second year will Children returning for a second year will

only be assessed in the spring [the only be assessed in the spring [the previous (first) spring assessment will be previous (first) spring assessment will be used as the fall benchmark]used as the fall benchmark]

Beginning of the YearBeginning of the Year

The team needs to:The team needs to: Complete the initial assessment within 60 Complete the initial assessment within 60

calendar days of beginning services calendar days of beginning services Rate the child’s initial level of performanceRate the child’s initial level of performance

Complete the Child Outcomes Summary Complete the Child Outcomes Summary Form Form

Rate each child outcome using the 7 Rate each child outcome using the 7 point scale point scale

Enter information on eSchool PlusEnter information on eSchool Plus

At the End of the School At the End of the School YearYear

The Team needs to:The Team needs to: Complete the same assessment instrument Complete the same assessment instrument

that was used initially. that was used initially. By the end of school By the end of school

Reflect at least 6 months of intervention.Reflect at least 6 months of intervention. Document the child’s progressDocument the child’s progress

Complete a Child Outcomes Summary FormComplete a Child Outcomes Summary Form

Use the 7 Point Rating Scale for each child Use the 7 Point Rating Scale for each child outcomeoutcome

Enter information online on the eSchool Plus Enter information online on the eSchool Plus Place information in child’s file Place information in child’s file Complete process at end of additional years Complete process at end of additional years

7 POINT RATING SCALE

Completely 7 Child shows functioning expected for his or her age in all or almost All everyday situations that are part of the child’s life. Functioning is considered appropriate for his or her age. No one has any concerns about the child’s functioning in this outcome area.

6 Between Completely and Somewhat. Child’s functioning is considered appropriate for his or her age but there are some concerns about the child’s functioning in this outcome area.

Somewhat 5 Child shows functioning expected for his or her age some of the time and/or in some situations. Child’s functioning is a mix of age appropriate and not appropriate functioning. Functioning might be described as like that of a slightly younger child.

4 Between Somewhat and Emerging

Emerging 3 Child does not yet show functioning expected of a child of his or her age in any situation. Child’s behavior and skills include immediate foundational skills upon which to build age appropriate functioning. Functioning might be described as like that of a younger child.

2 Between Emerging and Not Yet

Not Yet 1 Child does not yet show functioning expected of a child his or her age in any situation. Child’s skills and behaviors also do not yet include any immediate foundational skills upon which to build age appropriate functioning. Child’s functioning might be described as like that of a much younger child.

No

Does the child use any immediate foundational skills related to this outcome upon which to build age-appropriate functioning across settings and situations?

No (consider rating 1-3)

Does the child ever function in ways that would be considered age-appropriate with regard to this outcome?

Decision Tree for Summary Rating Discussions

Yes (consider rating 4-7)

Is the child’s functioning age-appropriate across all or almost all settings and situations?

Yes No Yes

To what extent is the child using immediate foundational skills across settings, situations?

To what extent is the child using age- appropriate skills across setting and situations?

Does anyone have concerns about the child’s functioning with regard to the outcome area?Child uses

foundational skills across settings and situations most or all of the time

Child rarely uses foundational skills across settings and situations

Child rarely uses age-appropriate skills. There is much more behavior that is not age-appropriate than age-appropriate.

Child uses age-appropriate skills some of the time across settings and situations. There is a mix of appropriate and not appropriate behaviors and skills.

Yes No

Rating = 1 Rating = 5Rating =4 Rating = 2 Rating = 3 Rating = 6 Rating = 7

The Early Childhood Outcomes Center Revised 5-10-06

CHI LD OUTCOMES SUMMARY FORM

I . Child I nformation Name: _______________________________________________________________

Date of Birth: _____ / ____ / _____ I D: ___________________________________

I I . I ntervention Period: Rating Date: _____ /_____/ _____

I I I . Rating Summary: Outcome 1: ________

Outcome 2: ________

Outcome 3: ________ I V. Primary Assessment ________________________

V. Sources of I nformation Observations ____ I nterviews ____ Classroom Data ____ Anecdotal Notes ____

VI . Persons involved in completing the form:

Name Role

Family information on child’s functioning (check all that apply): ____ Received in team meeting ____ Collected separately ____ I ncorporated into assessment(s) ____ Not included

1. POSITIVE SOCIAL-EMOTIONAL SKILLS (INCLUDING SOCIAL RELATIONSHIPS)To answer the questions below, think about the child’s functioning in these and closely related areas (as indicated by assessments and based on observations from individuals in close contact with the child): Relating to adults Relating to other children Following rules related to groups or interacting with others (if older than 18 months)1a. To what extent does this child show age-appropriate functioning, across a variety of settings and situations, on this outcome? (Circle one number)

Not Yet Emerging Somewhat Completely

1 2 3 4 5 6 7 Supporting evidence for answer to Question 1a

Source of Information Date Summary of Relevant Results

1b. (If Question 1a has been answered previously): Has the child shown any new skills or behaviors. (Circle one number)

Yes 1→ Describe progress:

No 2

Entering InformationEntering Informationon eSchool Pluson eSchool Plus

eSchool PluseSchool Plus

Districts are responsible for entering Districts are responsible for entering information on eSchool Plus information on eSchool Plus

After initial assessment is completedAfter initial assessment is completed At end of school yearAt end of school year

www.doe.k12.de.us/early_childhood/programs/gseg/buildingblockswww.doe.k12.de.us/early_childhood/programs/gseg/buildingblocks

Early Childhood - LREEarly Childhood - LRE

Settings – Category ChangesSettings – Category Changes

Indicator # 6Indicator # 6

New CategoriesNew Categories A - Regular Early Childhood ProgramA - Regular Early Childhood Program

A1 – In regular program at least 80% of timeA1 – In regular program at least 80% of time A2 – In regular program 40% to 79% of timeA2 – In regular program 40% to 79% of time A3 – In regular program less than 40% of timeA3 – In regular program less than 40% of time

B - Children Not Attending A Regular Early Childhood B - Children Not Attending A Regular Early Childhood ProgramProgram Attending a Special Education ProgramAttending a Special Education Program

Separate ClassSeparate Class Separate SchoolSeparate School Residential FacilityResidential Facility

Not Attending a Special Education ProgramNot Attending a Special Education Program HomeHome Service Provider LocationService Provider Location

Reporting CategoriesReporting Categories

Broken Down by Following Categories:Broken Down by Following Categories: By AgeBy Age By DisabilityBy Disability By Race/EthnicityBy Race/Ethnicity By GenderBy Gender

Definitions of CategoriesDefinitions of Categories

Regular Program – a program that includes at Regular Program – a program that includes at least 50% children without disabilitiesleast 50% children without disabilities

Special Education Program – a program that Special Education Program – a program that includes less than 50% children without includes less than 50% children without disabilitiesdisabilities

Neither early childhood or special educationNeither early childhood or special education HomeHome Service Provider LocationService Provider Location

Calculating Percentages for Regular Calculating Percentages for Regular ProgramProgram

Numerator = # hours per week spent in a Numerator = # hours per week spent in a regular early childhood programregular early childhood program

Denominator = total # hours spent in a regular Denominator = total # hours spent in a regular early childhood program PLUS # hours spent early childhood program PLUS # hours spent receiving special education and related receiving special education and related services outside of a regular early childhood services outside of a regular early childhood programprogram

Multiply result by 100Multiply result by 100

ExamplesExamples

Example 1:Example 1: Numerator =6 hoursNumerator =6 hours Denominator 6 hours + 0 (no spec ed services Denominator 6 hours + 0 (no spec ed services

provided outside of the regular programprovided outside of the regular program Percentage of time in regular program = 100%Percentage of time in regular program = 100%

Example 2Example 2 Numerator = 6 hoursNumerator = 6 hours Denominator = 6 hours + 4 hoursDenominator = 6 hours + 4 hours Percentage of time in regular program – 60%Percentage of time in regular program – 60%

Early Childhood Early Childhood TransitionTransition

Early Childhood Transition – Early Childhood Transition – Indicator 12Indicator 12

Percent of children referred by Part C prior to age 3, who are found eligible Percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP developed and implemented by their third for Part B, and who have an IEP developed and implemented by their third birthdays.birthdays.

Measurement:Measurement: a. # of children who have been served in Part C and referred to Part B for a. # of children who have been served in Part C and referred to Part B for

eligibility determination.eligibility determination. b. # of those referred determined to be NOT eligible and whose eligibilities b. # of those referred determined to be NOT eligible and whose eligibilities

were determined prior to their third birthdays.were determined prior to their third birthdays. c. # of those found eligible who have an IEP developed and implemented by c. # of those found eligible who have an IEP developed and implemented by

their third birthdays. their third birthdays. d. Account for children included in “a” but not included in “b or c”. Indicate d. Account for children included in “a” but not included in “b or c”. Indicate

the range of days beyond the third birthday when eligibility was determined the range of days beyond the third birthday when eligibility was determined and reasons for the delays.and reasons for the delays.

Indicate range of days beyond the third birthday when eligibility was determined Indicate range of days beyond the third birthday when eligibility was determined and the IEP developed and reasons for delayand the IEP developed and reasons for delay

# of children for whom parent refusal to provide consent caused delays in evaluation # of children for whom parent refusal to provide consent caused delays in evaluation or initial servicesor initial services

Percent = c divided by a – b times 100.Percent = c divided by a – b times 100.

Transition Time PeriodTransition Time Period

Data needs to be from 5/1 through 4/30 of Data needs to be from 5/1 through 4/30 of each respective yeareach respective year Remember, families can stay with Part C if their Remember, families can stay with Part C if their

children turn three between 5/1 and 8/31children turn three between 5/1 and 8/31 So, we will be looking for children that turn 3 So, we will be looking for children that turn 3

during this time period to determine if they have during this time period to determine if they have IEPs and are receiving intervention by the first day IEPs and are receiving intervention by the first day of school.of school.