Early On® MichiganChild Outcomes

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Measuring Child Outcomes:

Am I following the correct recipe?

What is an Outcome?2

An “outcome” is defined as a benefit experienced as a result of services received.

Thus an outcome is neither the receipt of services nor satisfaction with services,

but rather something that

happens because

services are provided.

Source: ECO Center

Why Do We Need To Measure And Report Early Childhood Outcomes?

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Federal attention to accountability2003 Program Assessment Rating Tool (PART)

2003 Early Childhood Outcomes Center (ECO Center)

2004 IDEIA reauthorization – SPP/APR

Early On Child Outcomes: SPP Indicator 3

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The overarching goal for all children is to be active and successful participants now and in the future, in a variety of settings:

1. Children have positive social relationships. 2. Children acquire and use knowledge and skills. 3. Children take appropriate action to meet their needs.

Functional Outcomes:5

“The three childhood outcomes are functional in that they reflect a child’s ability to take meaningful action in the context of everyday living.”

“The outcome areas cross developmental domains, emphasizing the integration of skills and behaviors across domains for meaningful action.”

Source: ECO Center

A Puzzle6

8, 5, 4, 1, 7, 6, 3, 2

Where does 9 go?Where does 0 go?

How Will The Early Childhood Outcomes Be Measured?

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Data Sources Data from one or more assessment tools Observation Family Input

Frequency of Measurement ENTRY data within 90 days of enrollment date• EXIT data within 90 days of exit date (if enrolled for at least 6 continuous months)

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Determine Rating

Domain/Skill-based information

• Comprehensive Developmental Assessment

• Other Assessment information (if available)

Functioning across settings and situations

• Observation• Parent Input

Rating for Functional Outcome 1

For Each Child Enrolled In For Each Child Enrolled In Early On Early On (referred before 2.5 (referred before 2.5 years old)years old)

Rating for Functional Outcome 2

Rating for Functional Outcome 3

How Will The Early Childhood Outcomes Be Measured?

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Rating Scale

1 2 3 4 5 6 7

Not Yet

Emerging Somewhat Completely

How Will the Early Childhood Outcomes Be Measured?

101 Not Yet 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 that of a much younger child.

2 Between Not Yet & Emerging

Some of the foundational skills are there, though not all the immediate foundational skills.

3 Emerging 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.

4 Between Emerging & Somewhat

Immediate foundational skills are in place, and child has demonstrated age appropriate skills once or twice, perhaps not deliberately.

5 Somewhat 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.

6 Between Somewhat & Completely

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

7 Completely The 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.

DDooccuummeennttiinngg tthhee BBaassiiss ffoorr tthhee RRaattiinngg Outcome: 1 2 3

Functioning that will lead to

immediate foundational skills Functioning that shows immediate

foundational skills Functioning that is age

appropriate

Behavior that is not age appropriate but not like that of a younger child

I nformation, information

I nformation, information, information, information, information, information, information, information, information, information

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Children have positive social relationships

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Involves:Relating with adultsRelating with other childrenFor older children, following rules related

to groups or interacting with others

Includes areas like:Attachment/separation/autonomyExpressing emotions and feelingsLearning rules and expectationsSocial interactions and play

Children acquire and use knowledge and skills

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InvolvesThinkingReasoningRememberingProblem solvingUsing symbols and languageUnderstanding physical and social worlds

Includes:Early concepts—symbols, pictures, numbersImitationObject permanenceExpressive language and communicationEarly literacy

Children take appropriate action to meet their needs

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Involves:Taking care of basic needs (e.g., hunger, warmth, security)

Getting from place to placeUsing tools (e.g., fork, toothbrush, crayon)

In older children, contributing to their own health and safety

Includes:Integrating motor skills to complete tasksSelf-help skills (e.g., dressing, feeding, grooming,

toileting, household responsibility)Acting on the world to get what one wants

Including Families in the Discussion

Early Childhood Outcomes Center

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Family input is critical:Yes - That they will be able to provide rich

information about their child’s functioning across settings and situation

Maybe but not necessarily – That they will know whether their child is showing age appropriate behavior

Involving Families in a Conversation about Their Child

Early Childhood Outcomes Center

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Avoid jargon

Avoid questions that can be answered with a yes or no “Does Anthony finger feed himself?”

Ask questions that allow parents to tell you what they have seen “Tell me about how Anthony eats”

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Open Movie

Quality Review of COSF Team Discussion

Early Childhood Outcomes Center

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Does the team describe the child’s functioning, rather than just test scores?

Does the discussion include the child’s full range of functioning, including skills and behaviors that are age appropriate, immediate foundational, and leading to immediate foundational?

What do we need to show?

When the data is aggregated, we hope to show that:

as a State………

for each Local Service Area……..

……..Early On supports children to make developmental progress (measured in comparison to same-aged peers).

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Hypothetical Language Acquisition Rates for Three Groups of Children: Change in Developmental Trajectory (Progress toward

Closing the Gap)

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Questions?

Early Childhood Outcomes Center

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