Council%20for%20Exceptional%20Children/Division%20of%20Early%20Childhood - PowerPoint PPT Presentation

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Council%20for%20Exceptional%20Children/Division%20of%20Early%20Childhood

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Child Outcomes State of the State Council for Exceptional Children/Division of Early Childhood Conference October 2010 Kim Carlson, Asst. Director/619 Coordinator – PowerPoint PPT presentation

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Title: Council%20for%20Exceptional%20Children/Division%20of%20Early%20Childhood


1
Child Outcomes State of the State
  • Council for Exceptional Children/Division of
    Early Childhood
  • Conference
  • October 2010
  • Kim Carlson, Asst. Director/619 Coordinator
  • Ohio Department of Education
  • Office of Early Learning and School Readiness

2
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

3
Ohio Assessment Policies
  • State statute requires programs to document child
    progress using research-based indicators
    prescribed by the Department and report results
    annually.

4
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

5
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

6
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)

7
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

8
Measurement System Knowledge Skills
  • Data collection protocols
  • Data checks in the state data system
  • Funding impact

9
Data Collection Efficient, Effective, Accurate
10
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

11
Teacher Reference PROCESS Implementation
12
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

13
Use of the Decision Tree
14
ECO Implementation Survey
  • Lessons Learned
  • Core team input
  • Preschool special education teacher
  • General education teacher
  • Parent
  • Related services personnel
  • Involving parent

15
Reasons for Completion without all Members
Contributing
16
Involving Parents
17
Whole child Whole class Whole system How is this
in evidence?
18
Accountability Framework Early Childhood
Child and Family Outcome Measures
Literacy GGG and KRA_L Early Childhood Outcomes
Summary Parent Survey Health Developmental
Screenings
Program Capacity Measures
Curriculum-Embedded Performance Measures
ELLCO Early Language Literacy Classroom
Observation ELLRT Early Language Literacy
Reflection Tool Self-Assessment Tools
Tools for Alignment to the Early Learning Content
Standards IEP Outcomes
19
State Infrastructure Regionally 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

20
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)

21
  • 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/

22
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.

23
Early Language and Literacy Classroom Observation
(ELLCO) Study Results
  • Instrument
  • Methodology
  • 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
  • Stratified random sample of PSE classrooms
  • 2009 115 observations in PSE
  • 2010 299 observations conducted

24
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?

25
ELLCO Mean Ratings for PSE Classrooms, Spring
2010, N299
26
ELLCO Mean Ratings for PSE Classrooms, Spring
2009
STANDARD EFFECTIVE PRACTICE
N115 N116
27
ELLCO Results 2010
  • Highest-rated ELLCO elements
  • Classroom Management Strategies (Mean4.29)
  • Classroom Climate (Mean4.24)
  • Organization of the Classroom (Mean3.99)
  • Lowest-rated ELLCO elements
  • Presence and Use of Technology (Mean3.18)
  • Recognizing Diversity in the Classroom (Mean2.84)

28
Summary of ELLCO 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

29
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