Idahos Early Childhood Outcomes System Idaho ECOS

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Idahos Early Childhood Outcomes System (Idaho
ECOS)

• Measuring Early Childhood Outcomes
• Idaho Infant Toddler Program
• Idaho Early Childhood Special Education Program

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Agenda

• Measuring Child Outcomes
• Why, What, When, Where,
• Who How
• Review Child Outcome Summary Form, Tools
  Resources
• Practice Exercises

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Federal Accountability and Early Childhood
Outcomes
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Training Objectives

• Participants will be able to
• Demonstrate the ability to accurately identify,
  record, and report a childs outcome data using
  the Idaho Child Outcome Summary Form (Idaho COSF)

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Idahos goal

• Document our programs
• impact for children
• with IFSPs or IEPs

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Measuring outcomes make sense for Idaho

• Support DEC/NAEYC best practice guidelines
• Examine and refine current assessment practices
• Demonstrate value of
• Early Intervention (Part C),
• Early Childhood Special Ed (Part B) programs
• Meet Federal Reporting Requirements

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What are the OSEPs Early Childhood Outcomes?
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OSEPs outcomes focus on measuring the results of
our service system
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OSEPs 3 Child Outcomes

• Children have positive social-emotional skills
  (including positive social relationships)
• Children acquire and use knowledge and skills
  (including early language /communication)
• Children use appropriate behaviors to meet their
  needs

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OSEPs 3 Child Outcomes

• Children have positive social-emotional skills
  (including positive social relationships)
• Such as responding to others, expressing
  emotions, turn-taking, using appropriate social
  greetings,
• play skills or having friendships with
  same-age peers, etc.

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OSEPs 3 Child Outcomes

• 2. Children acquire and use knowledge and skills
• (including early language /communication)
• Such as expressing thoughts and ideas, listening
  to and enjoying stories and books, or learning
  new ways to do things, etc.

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OSEPs 3 Child Outcomes

• 3. Children use appropriate behaviors to meet
  their needs
• Such as getting from place to place, using tools
  like forks or crayon, and feeding or dressing,
  etc.

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The Child Outcome Areas

• Represent critical functional outcomes
  necessary in every day activities and routines
• Not domains based not trying to separate child
  development into discrete areas (communication,
  gross motor, etc.)
• Emphasize how the child is able to integrate
  across domains to carry out complex meaningful
  behaviors

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Outcomes are Functional

• Meaningful to the child in the context of
  everyday living
• Integrated series of behaviors or skills that
  allow the child to achieve the outcomes.
• Not
• a single behavior
• the sum of a series of discrete behaviors

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Functional Outcomes

• What does a child typically do?
• Actual performance across settings and situations
• How child uses his/her skills to accomplish tasks
• Not the childs capacity to function under ideal
  circumstances

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Sohow do we demonstrate that our programs
produce good outcomes for children?
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Demonstrate that

• Children have positive outcomes given who they
  are, their delays, disabilities, functioning when
  they entered, etc.
• Outcomes are better than they would have been
  without the program

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Complicating Issues

• Many children progress with no intervention
  (maturing with age)
• Children with disabilities show diverse
  progress and under the best of programs, will
  experience different outcomes

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Solution

• Document the number of children for whom the
  program has changed their developmental
  trajectories

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Thinking about how children are doing with regard
to each outcome.
Movement away from age-expected
Age-expected skills behavior
Movement toward age-expected
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OSEP Indicators categories of progress

• a. of children who maintain functioning at a
  level comparable to same-age peers
• b. of children who reach functioning at a level
  comparable to same-age peers
• c. of children who improved functioning but did
  not achieve functioning comparable to same-age
  peers
• d. of children who did not improve functioning.

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OSEP Indicators Measurement Categories
Group a maintained or reached typical
5 year old level
2 year old level
Entry
Exit
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Indicators Measurement Categories
5 year old level
Group b made progress but
2 year old level
Entry
Exit
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Indicators Measurement Categories
Exit
Entry
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Indicators Measurement Categories
Group a maintained or reached typical
5 year old level
Group b made progress but..
Group c did not make progress
2 year old level
Enry
Exit
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How do we document change in developmental
trajectories while in services ?

• Obtain and compare a childs assessment data
• at program
• entry and exit.

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• Quality Assessment
• ?
• Quality Service
• ?
• Better Outcomes

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• Much of developmental psychology (early
  childhood testing) as it now exists is the
  science of the strange behavior of children with
  strange adults in strange settings for the
  briefest possible periods of time.
• (Bronfenbrenner, 1979)

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What is assessment?

• Early childhood assessment is 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, 1991
• Quoted in DEC Recommended Practices, 2005

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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, curriculum-compatible norm-referenced
  scales, informed clinical opinion, work samples)

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What information is gathered?
Norm-referenced, criterion-referenced or
curriculum-based assessments
Multiple sources of data are used to rate a
childs functioning
Informed Professional Judgment Observation
Parent Input
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Which anchor assessment tools will we use in
Idaho?

• The following tools have been adopted for
  completing the outcome rating scale.
• BDI II (Battelle)
• HELP (Hawaii)
• Creative Curriculum
• AEPS
• Carolina
• OUNCE
• Work Sampling
• High Scope (COR)
• Brigance
• Bayley III (ITP program only)

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Information to gather

• Informed professional judgment
• Teachers, paraprofessionals, related service
  providers
• Anecdotal records, documented observations and
  data, progress reports, work samples, portfolios
• Parental input
• Best practice
• Information from caregivers provide critical
  information to determine how child is doing
  across a variety of settings

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Soour challenge

• How do we take what we know about assessment and
  apply it to measuring the 3 outcomes

• when there is no one assessment tool that
  assesses all 3 outcomes directly.

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And through our assessment lens

• Each child is a collection of numerous behaviors,
  skills, traits, capabilities, interests,
  strengths, and needs
• What an individual tunes into depends on
  his/her orientation
• Individual professional training has provided an
  organizing framework for how one sees the child

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How do assessment tools fit with the three Child
Outcome Areas?

• CROSSWALKS CAN HELP!
• A national center, the ECO Center is crosswalking
  the most common assessments to the 3 child
  outcomes
• Crosswalks give a visual indication of how items
  on an assessment tool covers the 3 outcomes
• Crosswalks show which areas/subareas map to which
  outcome

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Sample Crosswalk
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What will the process look like in Idaho?....

• Parents will be well informed and contribute
  information to the process
• An anchor assessment will be completed to assess
  the child in the three outcome areas
• Information will be collected, compiled and
  documented using anchor assessments, parent
  information, and informed professional
  observation and judgment.
• A rating decision regarding a childs level of
  functioning will be made by the team utilizing
  all the information gathered

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The Specifics Who, What, and When
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Target Population for Entry (Part C)

• Entry baseline data is required for
• all children entering services on or after
  July 1, 2006 will have COSF completed within 45
  days of IFSP development.
• except premature infants less than 6 months
  adjusted age
• Includes children receiving only a single
  related-service (i.e. Speech only or OT only)

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Target Population for Exit (Part C)

• Exit data is required for all children in
  services for at least 6-months as of January 1,
  2007.
• Unanticipated exits use best information
  available to complete form following exit.
• Assessment (with anchor tool) recommended for all
  exiting children
• If necessary, those receiving only one
  related-service can use ASQ and ASQ-SE in lieu of
  full developmental evaluation as one data source
  in determining exit outcome rating

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Time Lines at Exit (Part C)

• COSF completed near exit or transition meeting
  with Part B
• Anchor assessment completed between 2.6 IFSP
  meeting and childs 3rd birthday
• Outcome data is due to Data-Tot system (and if
  appropriate, Part B system)
• no later than 30 days after childs exit from
  Part C, or
• no later than 30 days after childs 3rd birthday
  (whichever comes first).

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Additional information about child indicators
(Part C)

• Child must be in program at least 6 months for
  EXIT data to be counted
• Data must be collected near entry and near exit
• Collection of Entry data begins
• for ITP July 1, 2006
• for SDE September 1, 2006

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Roles and Responsibilities (Part C)

• Child information compiled from multiple sources
  Service Coordinator
• Scoring/completion of COS Form Primary
  Therapist or Multi-disciplinary Team
• Outcome Ratings transferred to Data-Tot Entry
  form Service Coordinator
• Data entered into Data-Tot Data Entry operator

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Difference of Opinion? (Part C)

• If therapists or other team members can not agree
  on a rating
• Review data at MDT, seek consensus
• If no resolution, provide Child Team supervisor
  with all data
• Child Team Supervisor will assign final rating
• Note different perspectives on form

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Summary Steps in COS Process (Part C)

• Gather information from multiple sources
  (complete anchor assessment if necessary)
• Synthesize data and complete COS Form
• Update Data-Tot enrollment form and submit for
  entry
• Share data with Part B if appropriate

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Data Collection Process for Part B

• Target populations and Entry data
• All children enrolled in early childhood special
  education on September 1, 2006 or later must have
  entry data (baseline) collected within 45
  calendar days of initial consent for placement.
• Children transitioning from Part C -Exit from
  Part C may be used for Part B entry if an
  approved anchor tool was administered

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Exit data will be collected Part B

• EC Outcome Exit data will be collected within 30
  days of the end of the school year (including
  ESY) for all children who are 5 years old on or
  before Sept 1st of the current school year
  (cut-off date for kindergarten entry) no matter
  if they are staying in a preschool setting or
  going into kindergarten.
• If moves to another preschool, transfer outcome
  entry data and information with eligibility
  report and student file.

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Exit data will be collected Part B (contd)

• If determined no longer eligible before 5, exit
  outcome data is collected on all three outcomes
  within 30 days of no longer meeting eligibility
  criteria.
• Prior to a move out of state, collect data 30
  days prior to leaving the program
• If child leaves before 5 without notice and prior
  to administering the anchor assessment, complete
  the COSF with the information you have.

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Roles (Part B)

• Preschool teachers have the lead role to gather
  the necessary information for the COSF,
  preferably during team meetings.
• Related service providers also provide assessment
  data, observation, etc.

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Determining the score 1-7 (Part B)

• This should be a team decision by consensus to
  insure validity and reliability.
• Scores may be averaged
• If there is disagreement, an administrator should
  make the final determination after reviewing the
  COSF.

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Process (Part B)

• Gather all assessment information
• Complete the COSF may be incorporated at time
  of IEP meeting.
• Consent is not required for this process.
• Enter score 1-7 (Y or N for exit) in web-based
  data system

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Exit Data Collection (Part B)

• All children that have been in the program for 6
  months or more must have exit data collected.

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Data reporting to the state (Part B)

• A real-time data collection system is being
  constructed so data can be entered at the
  convenience of the preschool teacher to avoid
  lost data.
• Data should be entered as soon as possible.

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• The Child Outcome Summary Form (COSF)

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Child Outcome Summary Form Key Features

• Is NOT an Assessment
• Is NOT about eligibility determination
• Does NOT rate or summarize
• Info about services provided to child
• Familys satisfaction with services
• Information for planning services for child
• Blends diverse data from multiple sources into a
  consistent, reliable unit of measurement that can
  be aggregated and tracked over time

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Child Outcome Summary Form Key Features

• Uses diverse information for global view of a
  child
• Compares a childs functioning to same-aged peers
  
• Documents progress and movement toward typical
  development
• Considers functional abilities across diverse
  settings (not under ideal circumstances)
• Provides information about childs overall sense
  of functioning in the three outcome areas

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The Child Outcome Summary Form (COSF)

• Cover sheet
• Summary of evidence used to complete ratings
• People involved in assigning rating
• 7-point rating , with an overall rating for each
  required outcome area
• Highest score (7) outcome achieved at
  age-expected level
• Lowest score (1) farthest distance from
  age-expectations
• Progress Question (to be completed only at exit)

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Thinking about how children are doing with regard
to each outcome.
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Movement away from age-expected
Age-expected skills behavior
Movement toward age-expected
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Outcome Ratings A 7-Point Scale

• 1 - Not Yet
• 2 - Between emerging and not yet
• 3 - Emerging
• 4 - Between somewhat and emerging
• 5 - Somewhat
• 6 - Between completely and somewhat
• 7 -Completely

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Considerations when completing Child Outcome
Summary Form

• Teams input is required
• Consider role of assistive technology/accommodatio
  ns (i.e. sign language, wheel chair)
• Consider childs culture and language
• Document special considerations that impacted
  childs development
• Reflect the childs actual functioning not
  what the child is capable of under the ideal or
  highly unusual circumstances

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Considerations when completing Child Outcome
Summary Form

• OSEP reporting requires two data points for each
  outcome
• Near entry (sets baseline)
• Near exit (shows progress)
• At Exit only, answer question Has child shown
  new skills or made progress in outcome area?
• Child CAN make progress without changing
  numbers on the scale

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Identifying who made progress

• Progress moving up a point on the scale in a
  subsequent rating, e.g., 3 to 4
• Progress staying at the same rating but having a
  yes for the progress question

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Parental Involvement

• Parental consent for evaluations is required, as
  always.
• Parents give input to the COSF through assessment
  process and IFSP/IEP development.
• Parents need not be present when COSF is
  completed.
• Completion of the COSF is NOT an assessment and
  does not require parental consent.
• Discuss/share Parents Handout to inform parents
  about process and purpose.

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Team Planning

• How to make it happen

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What Did We Cover?

• Background and History
• OSEPs Three Functional Outcomes
• Assessment Practices
• Specific Requirements for Part C Part B
• Tools (Anchor Assessment List, Crosswalks, COSF,
  Instructions, Decision Tree, Parent Talking
  points)
• Practice
• Local Planning

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Issues?

• What issues do you foresee?
• What guidance do you need?
• What else?

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• Good outcome data is a tool to produce good
  outcomes for children and families.