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1
Indicator #7: Measuring Preschool Outcomes
Pat Cameron, Department of Early Education & CareDonna Traynham, Department of Elementary and Secondary Education
October 2008
2
What We Will Cover
Why collect outcomes data? Understanding the child outcomes Assessing the accomplishment of the 3
child outcomes Introduction to the Child Outcomes
Summary Form (COSF) Collecting and reporting data using the
COSF
3
Essential Knowledge for Completing the COSF
Team members know about: The child’s functioning across settings The child’s functioning across settings
and situationsand situations Age-expected child developmentAge-expected child development Content of the 3 outcomesContent of the 3 outcomes How to use the rating scaleHow to use the rating scale
4
Why Collect Outcomes Data?
5
Public Policy Context
Age of accountability
Accountability increasingly means looking at results – not just process
Office of Special Education Programs (OSEP) is under increasing pressure to produce outcomes data on children participating in early intervention and early childhood special education programs
6
OSEP Response
Required states to submit outcomes targets and data in their State Performance Plans and Annual Performance Reports (SPP/APRs)
Funded the Early Childhood Outcomes Center to make recommendations, and to assist states in collecting, reporting and USING outcome data
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OSEP Reporting Requirements: Child Outcomes
1. Positive social emotional skills (including positive social relationships)
2. Acquisition and use of knowledge and skills (including early language/ communication [and early literacy])
3. Use of appropriate behaviors to meet their needs
8
OSEP Reporting 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; or
-Maintained functioning at a level comparable to same-aged peers
9
Schedule for State reporting to OSEP
Entry/baseline data on 1,700 preschool children with disabilities in Year 1 Cohort were reported to OSEP in February, 2007
Progress data on nearly 900 preschool children exiting ECSE from Year 1 Cohort; along with entry/baseline data on 1,624 children from Year 2 Cohort was reported to OSEP in February, 2008
Progress data on Year 1 and 2 Cohorts of children exiting ECSE and entry/baseline data on Year 3 Cohort will be reported to OSEP in February, 2009
Progress data are based on the difference between each child’s status at entry and child’s status at exit
10
MA Baseline Data reported to OSEP on February 1, 2007 for Year 1 Cohort
Social-Emotional
Acquisition of skills & knowledge
Behavior to meet needs
% Age Appropriate
20 21 33
% Not Age Appropriate
80 79 67
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Progress Data of Year 1 Cohort
Domain Category A
Category B
Category C
Category D
Category E
Positive social emotional skills
4% 25% 33% 18% 20%
Acquisition of skills and knowledge
4% 25% 32% 19% 20%
Use of behaviors to meet needs
4% 18% 29% 17% 32%
12
MA Baseline Data reported to OSEP on February 1, 2008 for Year 2 Cohort
Social-Emotional
Acquisition of skills & knowledge
Behavior to meet needs
% Age Appropriate
20 21 32
% Not Age Appropriate
80 79 68
13
Why Collect Outcomes Data?
Federal government is the driving force behind the move to collect outcomes data
However, providing data for the federal government is not the only reason to collect outcomes data
14
Why Collect Outcomes Data?
Data on outcomes are important for state and local purposesTo document program effectiveness• Support continued or increased
fundingTo improve programs• Identify strengths and weaknesses• Determine technical assistance
and/or staff development needs
15
State Design
All states are required to measure child outcomes for early childhood programs. However, the strategies chosen are based on the values held by the state about assessing young children.
16
MA Model for Indicator #7
Cohort Model – 4 cohorts with 70-90 districts each year, doubling up in year 3
Random Sample of 40 preschool students with disabilities
Baseline/entry data collection November (due to the Department in December)
Progress/exit data collection in May (due to the Department in June)
Subsequent progress /exit data collection in May 2010 and May 2011
17
Understandingthe 3 Child Outcomes
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3 Child Outcomes: Assumptions
Children have positive social-emotional skills (including social relationships)
Children acquire and use knowledge and skills (including early language/ communication [and early literacy])
Children use appropriate behaviors to meet their needs
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Outcomes are Functional
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
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Outcomes are Functional
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
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Children Have Positive Social Relationships
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
22
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
23
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
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Elaboration of the ECO OutcomesElaboration of the ECO Outcomes
Children have positive social relationships
Children acquire and use knowledge and skills
Children take appropriate action to meet their needs
Relation-ships with
adults
Relation-ships with
peers
Follows group rules
Masters the environ-ment
Symbol use, abstract thinking
Appliesknowledge
Listening PlayExploring
Playing
Being curious
Practicing
Touching
Attending
EngagingPersisting
Knowledge of physical world & culture
Self-care, health and safety
25
Assessing the Accomplishments
of the 3 Outcomes
26
What is Assessment?
“Early childhood assessment is a flexible, collaborative decision-making process in which teams of parents and professionals repeatedly revise their judgments and reach consensus about the changing developmental, educational, medical, and mental health services needs of young children and their families.”
Bagnato and Neisworth, 1991Quoted in DEC Recommended Practices, 2005
27
DEC Recommended Practices for Assessment
Involves multiple sources (e.g., families, professional team members, service providers, caregivers)
Involves multiple measures (e.g., observations, criterion-curriculum-based instruments, interviews, informed clinical opinion)
28
Assessment Instruments
Potential: Assessment tools can inform us about children’s functioning in each of the 3 outcome areas
Challenge: There is no assessment tool that assesses the 3 outcomes directly
29
The Assessment Tool Lens
Each assessment tool carries its own organizing framework
Many are organized around domains But what is covered in the domains isn’t
always the same, even if the names are the same
30
Currently Available Assessment Tools
There are not right or wrong assessment tools
Key question to ask about any assessment tool:
How much and what information will How much and what information will the tool provide about the attainment the tool provide about the attainment of the 3 functional child outcomes?of the 3 functional child outcomes?
31
Using Data Collected from Assessment Tools
ECO 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
32
The High/Scope Preschool Child Observation Record (2003): Crosswalk to Child Outcomes
Outcome 1:
Positive social relationships
Outcome 2:
Knowledge and skills
Outcome 3: Action to meet needs
I. Initiative C. Initiating play [social context of play] II. Social Relations E. Relating to adults F. Relating to other children G. Resolving interpersonal conflict H. Understanding and expressing feelings V. Language & Literacy Q. Listening to and understanding speech
III. Creative Representation I. Making and building models J. Drawing and painting pictures K. Pretending V. Language & Literacy R. Using vocabulary S. Using complex patterns of speech T. Showing awareness of sounds in words U. Demonstrating knowledge about books V. Using letter names and sounds W. Reading X. Writing VI. Mathematics & Science Y. Sorting objects Z. Identifying patterns AA. Comparing properties BB. Counting CC. Identifying position and direction DD. Identifying sequence, change, and
causality EE. Identifying materials and properties FF. Identifying natural and living things
I. Initiative A. Making choices and plans B. Solving problems with materials D. Taking care of personal needs
Note: Areas that are not precursor to or components of any of the three outcomes, and therefore not included in the crosswalk, were: IV. Movement & Music:
L. Moving in various ways M. Moving with objects N. Feeling and expressing steady beat O. Moving to music P. Singing
33
Making Use of Information from Assessment Tools
Information from formal or published assessment tools can be very useful, as long as it is used in the context of achievement of the three functional outcomes
The information almost always needs to be supplemented with additional information
34
MA Direction and Decisions
Using the Child Outcome Summary Form (COSF)
Rating children annually in the fall and spring
Using information from assessment tools currently in use in local districts
Gathering data from multiple sources
35
Using the Child Outcomes Summary Form (COSF)
36
Thinking About the Achievement of Each Child Outcome
Movementaway fromage-expected
Movementtowardage-expected
Age-expectedskills and behavior
37
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, ECSE is trying to move children closer to age expected behavior
38
Measuring Functioning Compared to Age-Expectations
Documenting children’s movement toward age-expected development is one type of evidence that program services are effective
The Child Outcome Summary Form was designed to measure this type of progress
39
Essential Knowledge for Completing the COSF
Team members need to know: The child’s functioning across settings
and situations Age-expected child development Content of the 3 outcome areas How to use the rating scale
40
Child Outcomes Summary Form
41
Summary Ratings are Based on…
Types of Evidence Curriculum-based
assessments (e.g., Creative Curriculum)
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
42
Group Sharing
Questions? Needed clarifications? Comments and reactions? What TA and/or other supports will you
need?
43
Contact Information Pat Cameron
Sr. Policy Specialist, Special EducationDepartment of Early Education and Care51 Sleeper StreetBoston, MA [email protected]
Donna TraynhamElementary School ServicesDepartment of Elementary and Secondary Education350 Main StreetMalden, MA [email protected]