Wisconsin Departments of

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Wisconsin's Children Moving Forward
OSEP Child Outcomes

• Wisconsin Departments of
• Health and Family Services
• Public Instruction
• Albuquerque, New Mexico
• April, 2006

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Wisconsin Contacts

• Department of
• Public Instruction

• Department of
• Health and Family Services

Susan Abbey abbeysk_at_dhfs.state.wi.us
Mary Peters mary.peters_at_dpi.state.wi.us
The full presentation (slides, speaker notes, and
hand-outs) is available at www.collaboratingpartn
ers.com
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Long-term performance objective in OSEPs plan
OSEP national

• Part C-
• All infants and toddlers with disabilities
  receiving special education and related services
  will improve their early language/communication,
  social-emotional skills and use of appropriate
  behaviors to meet their needs.
• Part B/Section 619 -
• All preschoolers with disabilities receiving
  special education and related services will
  improve their early language/communication,
  pre-reading, social-emotional skills and use of
  appropriate behaviors to meet their needs.

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Other benefits

• Wisconsins state system for children
• Builds on existing practices
• Emphasizes the same child outcome areas
• Uses the same reporting worksheet
• Uses a team process to share information
• Emphasizes on-going assessment

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Assessment Principlesfor Wisconsin

• 1. Involve parent and primary care givers
• 2. Use reliable and valid methods that are
  strength based and include observation in
  multiple environments
• 3. Use developmental expectations that are
  culturally and linguistically appropriate

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Assessment Principlesfor Wisconsin
4. Design assessment as an on-going process that
uses multiple sources 5. Add value for
children, programs and families through
assessment 6. Develop consistent accountability
measures in local communities
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Assessment Principlesfor Wisconsin
7. Provide continual staff development and
educational experiences for staff 8. Enable all
children to participate equally in a range of
services to meet their unique needs in this
global climate through adequate and equitable
resources DRAFT Wisconsin Early Childhood
Collaborating Partners, 2005
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Considerations for Wisconsin

• What we need to address
• Information relevant to making decisions in each
  of 3 outcome areas
• Ability to compare childs functioning to age
  level expectations
• Emphasis on child in context - authentic,
  culturally valid

• What we value
• Wide variation in assessments
• Wide variation in where and how information is
  collected and used
• Local variation based on community needs and
  resources

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Options in developing the system for Wisconsin

• Which assessments?
• Same assessment used across state?
• Variety of assessments possible, with summary on
  common rubric?
• Link to other current outcome and assessment
  systems?

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Decisions

• Build on current data systems
• Recognize wide variation in assessments of
  different types, for multiple purposes
• Add fewest additional layers possible
• Base determinations about each child on high
  quality information
• Base system in principles of good early childhood
  assessment

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Wisconsin Model Early Learning Standards

• Provide guidance for selecting/determining
  appropriate curriculum and assessment
• Promote the use of the Teaching Cycle which
  includes initial assessment, planning,
  implementation and ongoing assessment
• Are aligned with the three OSEP Child Outcomes
• http//www.collaboratingpartners.com

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The Teaching Cycle

• The Teaching Cycle
• Considerations Discussion Questions
• Assessment
• How will I include ongoing observation in the
  assessment process?
• How can I record data on childrens progress?
• What are the multiple sources of evidence that
  will inform me on childrens development (i.e.
  family report of progress)?
• Planning
• How does the curriculum support the developmental
  level and goals of the child?
• How does the environment support the
  developmental level and goals of the child?
• Implementation
• How are learning opportunities and activities
  guided by supportive interactions and
  relationships?
• How are the learning opportunities and activities
  age appropriate, individually appropriate, and
  culturally appropriate

Ongoing Assessment
Planning Curriculum Goals
Implementation
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Comparison of OSEP Child Outcomes and WMELS
Outcome 1 Positive social relationships Outcome 2 Knowledge and skills Outcome 3 Action to meet needs
II A. Emotional Development A.EL.1 Expressing a wide range of emotions in a variety of settings A.EL.2 Seeking adult interaction as needed for emotional support, physical assistance, social interaction, and approval A.EL.3 Self-control A.EL.4 Use of words to communicate emotions A.EL.5 Understanding and responding to others emotions III. A. Listening and Understanding A.EL.1 Deriving meaning from verbal and nonverbal cues A.EL.2 Listening with understanding to stories, books, directions, and conversations A.EL.3 Following directions of increasing complexity A.EL.4 Listening and responding to music and rhythm I A. Physical Health and Well Being A.EL.1 Self-care routines A. EL. 2 Safety rules and directions A.EL.3 Components of a healthy lifestyle, including nutrition, exercise, rest, and the role of health-care providers A. EL. 4 Use of multi-sensory abilities to process information
II B. Self-Concept B.EL.1 Self esteem B.EL.2 Self-direction in choices and actions B.EL.3 Self-awareness, including abilities, characteristics, and preferences B.EL.4 Creative self-expression B.EL.5 Willingness to make needs known and to trust in others B.EL.6 Views self as a teacher/learner II B. Speaking and Communicating B.EL.2 Using increasingly complex and varied vocabulary and language structure B.EL.3 Using speech understandable to familiar and unfamiliar listeners I B. Motor Development B.EL.1 Strength, control, balance, coordination, locomotion and endurance B.EL.2 Hand-eye coordination, strength, control, and object manipulation B.EL.3 Use of their senses to take in, experience, integrate, and regulate responses to their environment
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Critical challenge

• To assess functioning in each of the three
  outcome areas using information from multiple
  sources and strategies

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What are Wisconsins tools and strategies?

• AEPS
• High Scope Infant/Toddler and Preschool
• Carolina
• Creative Curriculum
• New Portage Guide
• Work Sampling System
• Brigance (IED-II)
• Battelle II
• Early LAP
• Hawaii Early Learning Profile (HELP)
• Ounce Scale
• (Wisconsin Model Early Learning Standards and ECO)

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How do these assessments fit with the three
Child Outcome Areas?
Crosswalks and Alignments
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ECO Center crosswalks

• Assist states and programs in making decisions
  about what instruments might be useful
• Indicate how well assessment data from a given
  instrument provides information on achievement
  for each child outcome
• Allow comparisons across instruments to see their
  various strengths and weaknesses with regard to
  the three child outcomes

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Comparison of OSEPChild Outcomes, WMELS, and
Tools
EOC Outcome 1 Positive Social Relationships EOC Outcome 1 Positive Social Relationships EOC Outcome 1 Positive Social Relationships EOC Outcome 1 Positive Social Relationships EOC Outcome 1 Positive Social Relationships
WMELS Creative Curriculum High Scope COR New Portage Guide Work Sampling
(from alignment) indicates in ECO crosswalk (from alignment on WECCP) indicates in ECO crosswalk (Items from the 5-6 year age range) indicates in ECO crosswalk
II A. Emotional Development A.EL.1 Expressing a wide range of emotions in a variety of settings A.EL.2 Seeking adult interaction as needed for emotional support, physical assistance, social interaction, and approval A.EL.3 Self-control A.EL.4 Use of words to communicate emotions A.EL.5 Understanding and responding to others emotions Social/Emotional Development - Sense of Self 2. Demonstrates appropriate trust in adults3. Recognizes feelings and manages appropriately 4. Stands up for rights Social/Emotional Development Prosocial Behavior 11. Recognizes the feelings of others and responds appropriately 13. Uses thinking skills to resolve conflicts Cognitive II Social Relations E. Relating to adults F. Relating to other children G. Resolving interpersonal conflict H. Understanding and expressing feelings V Language and Literacy Q. Listening to and understanding speech Social Emotional Development Relationships 10. Negotiates situations with other children with minimal adult support Sensory Organization Self Regulation 38. Changes activity level to match situation Exploration/Approaches to Learning Science 27. Solves problems through active exploration, including trial I Personal Social Development E. Social problem-solving Seeks adult help when needed to resolve conflicts I. Personal Social Development Interaction with others Shows empathy and caring for others
Partial text
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ECO Child Summary

• A way to roll up data for each of the 3 outcome
  areas

portfolio
ECO rating
assessment 1
single score
parent report
assessment 2
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ECO Child Outcome Summary

• IS a decision-making process
• IS way to reduce complex information to a common
  scale, using a rating process based on available
  information

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Use Multiple Measures/Sources

• Screening information
• Curriculum-based and norm-referenced tools
• Parent/caregiver conversations and interviews
• Recorded observations
• Anecdotal records, work samples, videos

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Wisconsin - why we chose the ECO process

• Compatible with recommended practices in early
  childhood assessment (NAEYC, DEC)
• Focus on curriculum based assessment
• Uses multiple data sources, including
  observations or ratings by parents and teachers,
  emphasizing functioning in everyday routines and
  contexts - authentic assessment
• Existing data sources can be used as long as they
  include technically adequate assessments and
  support the decisions to be made
• Designed to meet state and federal requirements
  for Annual Performance Report (APR)

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Responsibilities of counties districts

• Set up a framework
• Establish structured team process - who, what,
  when
• Review available assessment information
• match to each of the required outcome areas
• enhance available information if needed
• Develop plan for reviewing information using
  Child Outcome Summary, using team process, and
  entering information into state system in accord
  with the established timeline
• Complete team rating that uses all information on
  each child, to derive a rating (roll up the data)
• Report data to DHFS (Birth to 3) or DPI (3 to 5)

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Summary ratings are based on

• Types of Evidence
• Curriculum-based
• Norm-referenced
• Developmental screenings
• Observation and report
• Progress and issues identified at IFSP/IEP
  meetings
• Anecdotal notes about performance in a variety of
  settings

• Sources of Evidence
• Parents and family members
• Service providers
• Therapists
• Physicians
• Child care providers
• Teachers
• People familiar with the child in all settings
  and situations

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What process will we use in Wisconsin?

• TEAM PROCESS
• The team
• represents information from those familiar with
  the child in a variety of contexts
• is comprised of parents and two or more of the
  above who meet to complete the rating scale
• uses a systematic process for making decisions

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What supports the team process?

• knowledge of typical child development
• regular monitoring of child progress (e.g.,
  curriculum-based assessments, portfolios)
• multiple sources of information
• a structure for coming to team consensus
• a clear team process
• a matrix of sources of information related to
  required child outcome areas

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To make it work for Wisconsin

• Provide guidance for gathering assessment
  information
• Provide guidance for summarizing child outcome
  areas and indicators
• Set state timelines and guidance for local
  timelines
• Provide technical assistance to districts and
  counties
• Continue to refine the reporting system
• Collect, summarize and report all summary data to
  OSEP
• Analyze data
• Make data available to the public