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We worry about what a child will be tomorrow, yet we forget that he is someone today.
--Stacia Tauscher
Positive Outcomes for Colorado’s Young Children and Families
Creating A Meaningful Approach to Accountability
What Was the Impetus for Our Outcomes Work?
In the beginning and still…Colorado’s work toward a comprehensive system of care and education
More recently influenced by…Increasing push for outcome measures from local community level
Where We Began
1990
Small Number of Districts Begin
Collecting Longitudinal Data on Colorado
Preschool Program (CPP) Results
2004
Pilot is Discontinued
2001
State Dept of Ed Funds Project to
Develop and Pilot a Child Outcomes
Measurement System for Early Childhood
Special Education and the CPP
1991-2001
Number of Districts Collecting CPP
Longitudinal Data Continues to Increase
What We Thought We Wanted
• A new and separate set of outcomes and indicators
• A new and “perfect” measurement tool
• Rubrics to help increase inter-rater reliability with the measurement tool
• A state data system
What We Learned
A new and separate set of outcomes and indicators
• Diminished the use of Colorado’s early childhood guidelines: The Building Blocks to the K-12 Content Standards
• Added yet another set of expectations for programs such as Head Start or those committed to established curricular goals
What We Learned
A new and “perfect” measurement tool
• “Who were we to think we could improve on the work of the masters?!”
• There is no perfect tool
• Providers communicated that the new tool really did not perform differently from what they already had
What We Learned
Rubrics to help increase reliability
• Would have required more time and funding than could be committed
• Felt duplicative
What We Learned
A state data system
• Regardless of what we decide to measure, this system can still serve to manage the information
Where We Are Now
1990
Small Number of Districts Begin
Collecting Longitudinal Data on Colorado
Preschool Program (CPP) Results
2003
Pilot is Discontinued
2001
State Early Childhood Team Funds Project
to Develop and Pilot a Child Outcomes
Measurement System for Early Childhood
Special Education and the CPP
2004
State Early Childhood Team Revisits Core Values and Desired Purposes, Begins
New Series of Meetings with Stakeholders
1991-2001
Number of Districts Collecting CPP
Longitudinal Data Continues to Increase
Core Values Guiding Colorado Decision Making
• There should be a multi-dimensional systems approach to include: Child outcomes – long and short term Family perceptions of child outcomes Family satisfaction surveys Teacher perceptions of school readiness Program quality measures Broad systems outcomes
Core Values Guiding Colorado Decision Making
The system should be inclusive of all children.
Core Values Guiding Colorado Decision Making
• Child outcome measures should Be contextualized, naturalistic, authentic Fit Colorado early childhood guidelines
(Building Blocks) Be individualized
Core Values Guiding Colorado Decision Making
• Child outcome measures should (cont.) Be based on sound developmental information Utilize information from primary caregivers
including families Be culturally and linguistically appropriate Be useful in influencing day-to-day parenting
and educational practices Be ongoing
Core Values Guiding Our Discussions on Assessment
• To the maximum extent possible, any strategies selected should Positively influence the lives of children and
families Meet multiple needs at the program,
community, state and federal level Respect local efforts and accomplishments
Purposes of Colorado’s System
To positively influence
the lives of children and families
Purposes of Colorado’s System
And to:
Describe and value child progress over time
Influence day to day interactions and interventions provided by the adults in a child’s life
Influence program planning
Show program efficacy at local and state level
Feed data to broad systems evaluation project
Inform policy development
Proposed Purposes of Colorado’s System
Determine if funding is sufficient to provide an effective early childhood care and education program
Determine supports needed by staff for ongoing professional development
Define what types of early childhood programs work best.
New Directions
Child Short Term Progress Data
– The Ounce– Creative Curriculum Developmental Continuum– High/Scope Child Observation Record– Work Sampling Developmental Checklist
To be determined:
Establish an alternative for children with significant support needs
New Directions
Child Longitudinal Data
• % of students on Individual Literacy Plans in Kindergarten, First and Second Grades
• % of children qualified for special education in primary grades not involved in state funded preschool program
• Colorado Student Assessment Program (CSAP) scores at 3rd and 6th grades
• % of children exited from special education • Re-entrance to special education• % of children retained• Continued engagement with the education system (graduation,
formal transition following secondary level, etc)
New Directions
Consumer Feedback Data
• Survey of family views of child progress
• Survey of kindergarten teacher perceptions of school readiness
• Family satisfaction surveys
New Directions
Program Quality Data
• Infant/Toddler Environmental Rating Scale• Early Childhood Environmental Rating Scale• Early Language and Literacy Classroom Observation
Other
• NAEYC Accreditation• Colorado Quality Standards• Educare Rating System
Lessons Learned(so far)
• A diverse and balanced work group results in balanced work product
• Staff development is key
• Strategic planning is necessary for marketing to various stakeholder groups
• When the pressure is on, it’s easy to drift from core values…
Resources We Found Useful
• Principles and Recommendations for Early Childhood Assessments; Goal 1 Early Childhood Assessments Resource Group, The National Education Goals Panel, 1998.
• Assessing the State of State Assessments: Perspectives on Assessing Young Children; SERVE, 2003.
• Smart Start Technical Assistance Grant
• National School Readiness Project
And coming soon
• Policy Matters
Not everything that can be measured counts, and not everything that counts can be measured.
--Albert Einstein