Wyoming DDD Monitoring Manual

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Review of Summary Statements for Target Setting
on Indicators C3 and B7 Lynne Kahn and
Christina Kasprzak ECO/NECTAC June 9, 2009
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Plan for two calls

• Today, June 9, 2009 on Review of Summary
  Statements
• Next Tuesday, June 16 on Considerations for
  Setting Targets

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What well cover today

• Background on the summary statements
• Calculating the data for the summary statements
• Attaching meaning to the data
• Communicating about childrens progress- the
  summary statements and other information

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The problem . . .

• Progress data included
• 5 progress categories
• For each of 3 outcomes
• Total of 15 numbers reported each year
• Too many interrelated targets to make sense of
• OSEP asked for a recommendation

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Thinking through the summary statements

• ECO presented options to states and ECO work
  groups via conference calls
• Two sessions at December, 2008 EC Conference
• Posted on the ECO web site for comments
• ECO made recommendation to OSEP

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Final Deliberation

• OSEP put the summary statements out for public
  comment
• Comments came in that were thoughtful, but not
  necessarily consistent with one another
• Advantages and disadvantages to all options

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• Paper documenting the process on the ECO website
• Setting Targets for Child Outcomes

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The Summary Statements

• Of those children who entered the program below
  age expectations in each Outcome, the percent who
  substantially increased their rate of growth by
  the time they exited the program.
• The percent of children who were functioning
  within age expectations in each Outcome by the
  time they exited the program.

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Example of State Progress Data for 2008-2009
Positive social-emotional skills (including social relationships) Number of children of children
a. Percent of infants and toddlers who did not improve functioning 40 4
b. Percent of infants and toddlers who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers 150 15
c. Percent of infants and toddlers who improved functioning to a level nearer to same-aged peers but did not reach 270 27
d. Percent of infants and toddlers who improved functioning to reach a level comparable to same-aged peers 300 30
e. Percent of infants and toddlers who maintained functioning at a level comparable to same-aged peers 240 24
Total N1000 100
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Summary Statement Data

• Required Summary Statement 1
• Of those children who entered the program
  below age expectations in each Outcome, the
  percent who substantially increased their rate of
  growth by the time they exited the program 75
•  
• Required Summary Statement 2
• The percent of children who were functioning
  within age expectations in each Outcome by the
  time they exited the program 54

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Where do the s come from?

• Measurement for Summary Statement 1
• Percent of infants and toddlers reported
  in progress category (c) plus of infants and
  toddlers reported in category (d) divided by
  of infants and toddlers reported in progress
  category (a) plus of infants and toddlers
  reported in progress category (b) plus of
  infants and toddlers reported in progress
  category (c) plus of infants and toddlers
  reported in progress category (d) times 100.

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Where do the s come from?
760 (a, b, c, and d) or 76 of the children
entered the program functioning below age
expectations
Prog cat
a 40 4
b 150 15
c 270 27
d 300 30
e 240 24
240 (e) or 24 of the children entered and exited
functioning at age expectations
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Where do the s come from?
570 (c and d) of the 760 (a, b, c, and d) changed
their growth trajectories (made greater than
expected progress)
Prog cat
a 40 4
b 150 15
c 270 27
d 300 30
e 240 24
270 300 570 760
75
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Where do the s come from?
Summary Statements Calculator -April 14, 2009
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Where do the s come from?

• Measurement for Summary Statement 2 Percent
  of infants and toddlers reported in progress
  category (d) plus of infants and toddlers
  reported in progress category (e) divided by the
  total of infants and toddlers reported in
  progress categories (a) (b) (c) (d) (e)
  times 100.

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Where do the s come from?
30 of the children reached age expectations by
exit and 24 of the children entered and exited
at age expectations
Prog cat
a 40 4
b 150 15
c 270 27
d 300 30
e 240 24
300240 540 1000
54
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So remind me again what this means

• What can we say about the childrens progress?

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What can we say?

• Part C Outcome 1 successful social relationships
  with peers and adults, following rules for social
  interactions
• 96 of children participating in Part C made
  progress in their social relationships while they
  were enrolled.
• The 4 of children who did not make progress
  included children with the most severe
  disabilities and/or degenerative conditions. Can
  you describe them?

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• 24 of the children participating in Part C were
  functioning at age expectations at entry and at
  exit in this outcome area. Can you describe them?
• 54 of the children were functioning at age
  expectations in this outcome area when they
  exited the program. (summary statement 2)
• 30 started out behind and caught up
• 24 entered and exited at age expectations

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• 75 of the children who entered the program below
  age expectations made greater than expected
  gains, made substantial increases in their rates
  of growth. i.e. changed their growth
  trajectories (summary statement 1)

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What other data might you want to share?

• The public likes to see scores going up!
• Increase in mean scores from entry to exit
• e.g. 4.3 to 5.6 on the COSF
• Increase in raw scores
• Increase in scale scores
• What else?

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Next Call

• Tuesday, June 16, at 330 ET
• Covering considerations for setting targets
• Identifying red flags for problem data
• Identifying where improvements are most needed
• The-ECO-Center.org