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Indicator 7: Measuring Preschool Outcomes Cycle II Cohort 3 WebCall Training November 2009

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Assistive Technology Considerations ... Children who could benefit from assistive technology but don't have it will get lower scores ... – PowerPoint PPT presentation

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Title: Indicator 7: Measuring Preschool Outcomes Cycle II Cohort 3 WebCall Training November 2009


1
Indicator 7 Measuring Preschool Outcomes Cycle
II Cohort 3 Web/Call Training November 2009
  • Pat Cameron Department of Early Education and
    Care
  • and
  • Donna Traynham Department of Elementary and
    Secondary Education

2
Review of Indicator 7
  • Measuring baseline and progress/exit data on
    preschoolers with disabilities in three
    developmental domains
  • Positive social emotional skills (including
    positive social relationships)
  • Acquisition of skills and knowledge (including
    early language/communication and early literacy)
  • Use of appropriate behaviors to meet their needs

3
Reporting Baseline Data
  • Baseline data are
  • the percentage of preschool children with
    disabilities who exhibit skills and behaviors
    that are comparable to same age peers
  • the percentage of preschool children whose skills
    are not comparable to same age peers

4
Assessment Tools
  • Districts are able to use a wide variety of
    formative assessment tools that measure a childs
    functioning in these developmental domains
  • IMPORTANT these three domains may or may not be
    in the area of disability so eligibility
    assessments can not be your only data source and
    may in fact be irrelevant
  • Gather data from various sources who know the
    child (i.e., classroom teachers, related service
    providers, child care, parents)

5
Early Childhood Outcomes Center
  • ECO Center has crosswalked assessment tools to
    the outcomes
  • Crosswalks show which sections of assessment are
    related to each outcome
  • The number of items addressing an outcome does
    not necessarily mean that the assessment captures
    functioning across settings
  • www.the-eco-center.org

6
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7
Children Have Positive Social Relationships
  • Involves
  • Relating with adults
  • Relating with other children
  • For older children- following rules related to
    groups or interacting with others
  • Includes areas like
  • Attachment/separation/ autonomy
  • Expressing emotions and feelings
  • Learning rules and expectations
  • Social interactions and play

8
Children Acquire and Use Knowledge and Skills
  • Involves
  • Thinking, reasoning, remembering, problem-solving
  • Using symbols and language
  • Understanding physical and social worlds
  • Includes
  • Early concepts symbols, pictures, numbers,
    classification, spatial relationships
  • Imitation
  • Object permanence
  • Expressive language and communication
  • Early literacy

9
Children Take Appropriate Action to Meet Their
Needs
  • Involves
  • Taking care of basic needs
  • Getting from place to place
  • Using tools
  • In older children, contributing to their own
    health and safety
  • Includes
  • Integrating motor skills to complete tasks
  • Self-help skills (e.g., dressing, feeding,
    grooming, toileting, household responsibility)
  • Acting on the world to get what one wants

10
Functional Outcomes
  • Functional refers to things that are meaningful
    to the child in the context of everyday living
  • Refers to an integrated series of behaviors or
    skills that allow the child to achieve the
    outcomes
  • They are not
  • a single behavior
  • nor are they the sum of a series of discrete
    behaviors

11
Functional Outcomes, cont.
  • They cross domains do not separate child
    development into discrete areas (communication,
    gross motor, etc.)
  • Emphasis is on how the child is able to carry
    out meaningful behaviors in a meaningful context

12
Thinking Functionally
  • Uses finger in pointing motion
  • Knows how to make eye contact
  • Smiles
  • Give hugs when prompted
  • Can imitate a gesture when prompted by others
  • Takes 4 steps on 6 inch balance beam
  • Climbs 6 stairs, one foot on each step

13
Using your baseline data
  • Once you have gathered and reported baseline data
    use it to
  • inform instruction
  • inform curriculum
  • identify areas that need improvement and areas of
    childs strengths for success
  • peer pairing

14
Why the Child Outcomes Summary Form (COSF)?
  • No assessment instrument assesses the 3 outcomes
    directly
  • Many states will allow local programs to use
    different assessment instruments, and outcomes
    data will need to be aggregated
  • The summary forms 7 point rating scale defines a
    childs current functioning in a metric that can
    be compared over time to reflect child progress

15
Features of the Child Outcomes Summary Form
(COSF)
  • Not an assessment tool
  • Uses information from assessment tools and other
    data sources to determine an overall rating of
    how the child is functioning in each outcome
    area, at one point in time

16
Features of the Child Outcomes Summary Form
  • 7-point rating scale
  • Rating is based on childs functioning
  • How a child functions across settings and
    situations
  • Compared to what is expected of a child his/her
    age

17
(No Transcript)
18
Helping Children Move Toward Age-Expected
Functioning
  • Assumption Children can be described with
    regard to how close they are to age-expected
    behavior in each of the 3 outcomes
  • By definition, most children in the general
    population demonstrate the outcome in an
    age-expected way
  • By providing services and supports, Early
    Childhood Special Education is trying to move
    children closer to age-expected behavior

19
Measuring Functioning Compared to
Age-Expectations
  • Documenting childrens movement toward
    age-expected development is one type of evidence
    that program services are effective
  • The Child Outcome Summary Form (COSF) was
    designed to measure this type of progress

20
Essential Knowledge for Completing the COSF
  • Team members need to know
  • The childs functioning across settings and
    situations
  • Age-expected child development
  • Content of the 3 outcome areas
  • How to use the rating scale

21
Child Outcomes Summary Form (COSF)
22
A Domain Score on an Assessment Tool Does Not
Necessarily Translate Directly into an Outcome
Rating
  • Ratings require
  • Looking at functional behaviors, and
  • Collecting and synthesizing input from many
    sources familiar with the child across different
    settings and situations.

23
Summary Ratings are Based on…
  • Types of Evidence
  • Curriculum-based assessments (e.g., HELP)
  • Norm-referenced assessments (e.g.,BDI-2)
  • Developmental screenings (e.g., Ages and Stages)
  • Parent and professional observation and report
  • Sources of Evidence
  • Parents and family members
  • Service providers
  • Therapists
  • Physicians
  • Child care providers
  • Teachers
  • People familiar with the child in all the
    settings and situations that he/she is in

24
Ratings on the 3 Child Outcomes
  • Ratings on all 3 outcomes should be reported for
    every child enrolled
  • Ratings are needed in all areas even if
  • No one has concerns about a childs development
  • A child has delays in one or two outcome areas,
    but not in all three outcome areas
  • Even if the domain is not in the area of
    disability

25
Assistive Technology Considerations
  • Ratings should reflect the childs level of
    functioning using whatever assistive technology
    or special accommodations are present in the
    childs typical settings
  • Children who could benefit from assistive
    technology but dont have it will get lower
    scores
  • This does not reflect on the childs inability
    inasmuch as the fact the child does not have the
    necessary equipment/services

26
Summary Ratings (1-7)
  • Provide an overall sense of the childs current
    functioning in 3 areas
  • Reduce rich information from assessment and
    observation into a rating to allow a summary of
    progress across children
  • Information at this detailed level will be more
    helpful for intervention planning purposes

27
Summary Ratings are not
  • They are not
  • Information on the services provided themselves
  • The familys satisfaction with services
  • An explanation of why the childs functioning is
    at that level
  • Do not provide specific information for planning
    for the individual child

28
What about the Speech only kids?
  • How are articulation difficulties impacting the
    child in each of the outcome areas?
  • social relationships?
  • acquisition of skills and knowledge?
  • ability to communicate wants and needs?
  • Necessary for the SP/L staff to look at these
    three areas and seek data from other sources.

29
Including Parents in the Discussion
  • No consensus around the country on whether
    parents should be included in deciding on the
    summary rating. Even parent groups dont agree
  • Some states are including parents to help reach a
    rating
  • Others states are deciding on a rating without
    parent input
  • Parent input about the childs functioning is
    critical
  • Family members see the child in situations that
    professionals do not
  • Need to ask family members about what the child
    does at home
  • Need a way to learn about what family members
    know about the child
  • No expectation that parents will be able to
    determine if what they are seeing is age
    appropriate

30
Coming in the Spring….
  • Youll report progress data on each child in the
    sample as long as they have been with the program
    for 6 months.
  • At progress, childrens scores will fall within
    five (5) categories
  • Percentage of children who
  • ? Did not improve functioning
  • ? Improved functioning, but not sufficient to
    move nearer to functioning comparable to
    same-aged peers
  • ? Improved functioning to a level nearer to
    same-aged peers but did not reach it
  • ? Improved functioning to reach a level
    comparable to same-aged peers
  • ? Maintained functioning at a level comparable to
    same-aged peers

31
Summary Statements
  • OSEP has taken the five categories and collapsed
    them into two summary statements
  • Summary Statement 1 Of those children who
    entered the program below age expectations in
    each Outcome, the percent who substantially
    increased their rate of growth by the time they
    exited the program.
  • Summary Statement 2 The percent of children who
    were functioning within age expectations in each
    Outcome by the time they exited the program.

32
Setting Targets
  • States will be required to set targets in the
    upcoming Annual Performance Report (APR) due to
    OSEP in February 2010.
  • Targets will be based on aggregate data from LEAs
    and LEAs will be setting their own targets.
  • More information is available at
  • http//www.fpg.unc.edu/eco/pages/fed_req.cfmTar
    getSetting

33
Logistics
  • Selecting sample of 40 students
  • Prioritize the youngest, then
  • A representative sample
  • across disability categories
  • across settings
  • mixed gender
  • Review the excel reporting form
  • SASIDs
  • DOB
  • exit date
  • Baseline data
  • Review the security portal

34
Timelines
  • Gather baseline assessment data now through
    mid-December
  • Your file will be available through the Security
    Portal on or about December 11
  • Complete the Excel spreadsheet and upload it back
    into ESE security portal by December 23
  • Be thinking of setting targets and how these data
    can be used now
  • Spring progress data gathering in late May,
    reporting progress through the security portal in
    June.
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