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Modified from presentation by the National Modified from presentation by the National Early Childhood Outcomes Center Early Childhood Outcomes Center www.the-www.the-eco-center.orgeco-center.org
Using the Early Childhood Using the Early Childhood Outcomes Summary FormOutcomes Summary FormUsing the Early Childhood Using the Early Childhood Outcomes Summary FormOutcomes Summary FormPresentation Modified by Dee Gethmann
Iowa Department of EducationOctober 2006
Author of Original Presentation: Kathy Hebbeler
ECO Center at SRI International
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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OverviewOverview
Why collect Early Childhood Outcomes data?
Understanding Early Childhood Outcomes
Measuring Children’s Accomplishments of the 3 Early Childhood Outcomes
Using the Early Childhood Outcomes Summary Form
Practice with the Early Childhood Outcomes Summary Form
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Iowa’s Early Childhood OutcomesIowa’s Early Childhood OutcomesPurpose:Purpose:
Develop and Implement a Statewide Accountability System to Measure Outcomes for Infants and Toddlers in Early ACCESS and Preschoolers in Early Childhood Special Education
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Early Childhood Outcomes:Early Childhood Outcomes:Target PopulationTarget Population
Early ACCESS Infants and Toddlers
All infants and toddlers that have an IFSP Include children when transitioning at the age of 3
Early Childhood Special Education Preschoolers
All preschool children that have an IEP Include children when transitioning from ECSE
services to kindergarten Include children receiving ECSE services and
Kindergarten services (Part-Time/Part-Time) Does NOT include children that begin receiving
special education services in kindergarten
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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The Essential QuestionThe Essential Question
Are students with disabilities entering school ready to learn at high levels?
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Why Collect Early Childhood Outcomes Data?
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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How will this make a difference for How will this make a difference for children and families?children and families?
System of Accountability: Looking at Results
Requirement to report in IDEA 2004 Provide information to the public
Data Reported by AEA and LEA Document effectiveness of Early ACCESS and Early Childhood Special Education (ECSE) services
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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How will this make a difference How will this make a difference for children and families?for children and families?
System of Accountability: Looking at Results
Provide leadership to advance assessment practices and data use
Improve developmentally appropriate practices, instruction and outcomes for children (EC Blueprint)
Use data to plan and implement effective curricula, assessments, and interventions (EC Blueprint)
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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UnderstandingEarly Childhood Outcomes
(ECO)
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Three Early Childhood Outcomes AreasThree Early Childhood Outcomes Areas
Children with IFSP/IEP who demonstrate improved:
1. Positive social-emotional skills (including social relationships)
2. Acquisition and use of knowledge and skills (including early language/communication and early literacy for preschoolers)
3. Use of appropriate behaviors to meet their needs
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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The 3 ECO Areas Refer to the The 3 ECO Areas Refer to the “Whole Child”“Whole Child”
Represent Critical Skills that: Promote positive outcomes for young
children Support active and successful
participation in everyday activities and routines, now and in the future
Integrate all areas of development Prepare children to enter school ready to
learn at high levels (The Essential Question)
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Thinking Functionally Thinking Functionally (within age-expected bounds)(within age-expected bounds)
Not just…. Know how to make
eye contact, smile, and give a hug
Know how to imitate a gesture when prompted by others
Use finger in pointing motion
Show a skill in a specific situation
But does he/she… Initiate affection toward
caregivers and respond to others’ affection
Watch what a peer says or does and incorporate it into his/her own play
Point to indicate needs or wants
Use a skill in actions across settings and situations to accomplish something meaningful to the child
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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ECO Area #1: Children have positive ECO Area #1: Children have positive social-emotional skills social-emotional skills
Involves: Relating with adults Relating with other children For older children - following age appropriate rules,
limits, and routines Participates/contributes as part of a group
Includes areas like: Attachment/separation/ autonomy Expressing emotions and feelings Social interactions and play
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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ECO Area #2: Children acquire and ECO Area #2: Children acquire and use knowledge and skills 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 Pre-writing – scribbling, shapes, pictures, letters Object permanence Expressive language and communication
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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ECO Area #3: Children use ECO Area #3: Children use appropriate behaviors to meet their appropriate behaviors to meet their needs needs
Involves: Taking care of basic needs Getting about in the environment Daily living skills In older children, contributing to their own safety,
fitness, and health care
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 Engaging in play Persisting in activities
Children have positive social-emotional skills
Children acquire and use knowledge and skills
Children use appropriate behaviors to meet their needs
Relation-ships with
adultsRelation-ships with
peers
Follows group rules
Symbol use, abstract thinking
Problem Solving Strategies
Listening PlayExploring
Playing
Being curious
Practicing
Touching
Attending
EngagingPersisting
Understand and Use Communication
Self-care, health and safety
CHILDREN’S DEVELOPMENT IS INTERCONNECTEDCHILDREN’S DEVELOPMENT IS INTERCONNECTED
Masters the environ-ment
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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How do we describe the ECO How do we describe the ECO Areas in Iowa?Areas in Iowa?
Iowa’s Alignment of: Early Childhood Outcome Areas IFSP Outcome/IEP Goal Codes
used in IFSP/IEP Results Iowa Early Learning Standards
February 2006, Iowa Dept. of Education
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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ECO Will Help Us Look at Our ECO Will Help Us Look at Our Results to Ensure…Results to Ensure…
Early ACCESS/ECSE is… Making a difference for children and
families…so that children with developmental
delays and disabilities are entering school ready to learn at high levels
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Measuring Children’s Accomplishment of
the 3 Early Childhood Outcomes
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Measuring Children’s Measuring Children’s Accomplishments Accomplishments
What is Assessment in Early Childhood?
“Assessment is a generic term that refers to the process of gathering information for decision-making.”
(McLean, 2004)
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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DEC Recommended Practices for DEC Recommended Practices for AssessmentAssessment
Involves multiple measures e.g., observations, criterion-curriculum-
based instruments, interviews, curriculum-compatible norm-referenced scales, informed clinical opinion, work samples
Involves multiple sources e.g., families, professional team members,
service providers, caregivers, physicians
DEC = Division for Early Childhood (a division of the Council for Exceptional Children) http://www.dec-sped.org/
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Use of Multiple Measures and Use of Multiple Measures and Multiple Sources…Multiple Sources…
Iowa refers to this as “RIOT” Record Reviews Interviews Observations Tests/Assessments
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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ExamplesExamples
Measures Reports
Medical Interviews
Parent Interview Observations
Time Sampling Tests/Assessments
Example: Curriculum-based assessments (e.g., Creative Curriculum Child Observation Assessment)
IFSP/IEP Results
Sources Parents and family
members Service providers Therapists Physicians Child care providers ECSE Teachers People familiar with
the child across settings and situations
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Include FamiliesInclude Families
Input from Families is Critical Family members
see the child in situations that professionals do not
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Multiple Measures and Sources Need Multiple Measures and Sources Need to Address Children’s Functioningto Address Children’s Functioning
ECO Areas Reflect: Functioning across a variety of settings and
situations that make up the child’s day Typical functioning, not child’s capacity to
function under ideal circumstances Many pathways to demonstrate
accomplishments for children with atypical development (e.g., using sign language, wheel chair).
Include any assistive technology or supports the child typically uses
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Challenges in Measuring Challenges in Measuring Children’s Accomplishments Children’s Accomplishments
There is not one measure that will assess the 3 ECO Areas directly Many child assessments are organized
around developmental domains Thus, the need to gather information
using Multiple Measures from Multiple Sources
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Key Points Key Points
Assumption: Children can be described in regard to how close they are to age expected behaviors and skills for each of the 3 ECO areas
By definition, most children in the general population demonstrate the ECO areas in an age-expected way
By providing services and supports, Early ACCESS/ECSE is trying to move children closer to age expected behavior
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Summarizing Children’s Summarizing Children’s AccomplishmentsAccomplishments
ECO Summary Form is used by IFSP/IEP Teams to Summarize this Information
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Using the Early Childhood Outcomes (ECO) Summary Form…Summarizing information from multiple methods and sources
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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The ECO Summary Form The ECO Summary Form
When do Teams complete the ECO Summary Form?
Initial IFSP and IEP Meetings Annual Review, Re-Evaluation and Exit
Meetings Must complete when children are leaving
or exiting services Transition from Early ACCESS to ECSE Transition from ECSE to Kindergarten
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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The ECO Summary FormThe ECO Summary Form
An ECO Summary form for each of 3 ECO areas must be reported for every infant/toddler with an IFSP or preschooler with an IEP.
Data are needed in all ECO areas even if:
No one has concerns about a child’s development
A child has delays in one or two ECO areas, but not in all three ECO areas
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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The ECO Summary FormThe ECO Summary Form
Comparison to peers or standards: To what extent does this child show
age-appropriate functioning in the area of [ECO Area] across a variety of settings and situations?
Using a 7-Point Rating Scale
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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The ECO Summary FormThe ECO Summary Form
Child’s Ratings are a snapshot of The whole child Functioning Across settings and situations
Rather than Skill by skill, In one standardized way, or Split by domains
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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The ECO Summary FormThe ECO Summary Form
Progress: Has the child shown any new skills or
behaviors related to [ECO Area] since the last IFSP/IEP meeting?
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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The ECO Summary FormThe ECO Summary Form
Child’s Progress is based on any of the following: Acquisition of a new skill or behavior since
the last IFSP or IEP meeting Independent demonstration of a skill or
behavior Progression made toward achieving IFSP
Outcomes or IEP Goals Improvement of skills and behaviors to a
level nearer to age-appropriate functioning
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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The ECO Summary FormThe ECO Summary Form
Supporting Evidence for Outcome Rating and Progress in [ECO Area] Information gathered from various
procedures and multiple sources of data RIOT Progress monitoring data IFSP and IEP Results data Age appropriate expectations
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Using the Early Childhood Using the Early Childhood Outcomes Summary Form…Outcomes Summary Form…Determining a Child’s Rating and Determining a Child’s Rating and
ProgressProgress
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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The Comparison to Peers or The Comparison to Peers or Standards (Questions 1a, 2a, 3a)Standards (Questions 1a, 2a, 3a)
Thinking about each ECO area… To what extent does this child show age-
appropriate functioning in the area of [ECO Area] across a variety of settings and situations?
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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To Decide on a Child’s Rating…To Decide on a Child’s Rating…
Know what behaviors and skills are appropriate for the child’s age
How do children who are developing typically function on this ECO area?
Review the multiple sources of information to determine how the child functions across a variety of situations and settings
Understand the differences between the outcome rating scale from 1 to 7
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Child’s Ratings in the ECO AreasChild’s Ratings in the ECO Areas
The IFSP or IEP Team determining the child’s rating reach consensus on a number between 1 and 7.
Descriptions are given for numbers 7 – Completely 5 – Somewhat 3 – Emerging 1 – Not Yet
Check 2, 4, or 6 if the child’s functioning is “in between”. That is, the child functions with more skill than the lower number, but not quite as described in the higher number.
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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7 – Completely means…7 – Completely means…
Child shows functioning expected for his/her age in all or almost all of everyday situations that are part of a child’s life home, store, park, child care,
with strangers, etc. Functioning is considered
appropriate for his/her age No concerns
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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6 – Between completely and 6 – Between completely and somewhat means…somewhat means…
Child’s functioning is generally considered appropriate for his/her age
Some concerns about the child’s functioning
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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5 – Somewhat means…5 – Somewhat means…
Functioning expected for his/her age some of the time and/or in some situations
Mix of appropriate and not age- appropriate
Might be more like a slightly younger child
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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3 – Emerging means… 3 – Emerging means… Child does not yet show functioning expected
of a child of age in any situation Skills and behaviors include immediate
foundational skills upon which to build age-appropriate functioning Saying one word is a foundational skill to
putting two words together Playing beside one another before they
interact in play Might be more like a younger child
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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1 – Not Yet means…1 – Not Yet means…
Child does not yet show functioning expected of a child of his/her age in any situation
Skills and behaviors do not yet include any immediate foundational skills upon which to build age-appropriate functioning
Might be more like a much younger child
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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None Quite Fit?None Quite Fit?
Use the in-between Outcome Ratings of 2, 4, and 6 for children who have some characteristics of two different descriptions
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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The Progress Question The Progress Question (1b, 2b, 3b) (1b, 2b, 3b)
Progress based on child’s own past performance
Has the child shown ANY new skills or behaviors related to [ECO Area] since the last IFSP or IEP Meeting? Yes No Not Applicable because Initial IFSP/IEP
Meeting Small steps of progress count! Most will check “yes”
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Supporting Evidence for Supporting Evidence for Outcome Rating and Progress Outcome Rating and Progress (1c, 2c, 3c)(1c, 2c, 3c) On the ECO Summary form, IFSP
and IEP Teams will need to document:
What methods (RIOT) were used to determine child’s rating and progress
What were the specific sources of information
E.g. Parent, ECSE Teacher, SLP, XYZ Assessment
What were the relevant results that support the teams decisions
Provides a record of the basis for the decisions
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Supporting Evidence for Outcome Supporting Evidence for Outcome Rating and Progress…Rating and Progress… (1c, 2c, 3c) (1c, 2c, 3c)
Date of Assessment
Method Used(Check all that apply)
Sources of Information
Summary of Relevant Result(include present level of performance)
Record Review
Interviews
Observations
Tests/Assessments
Other
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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EXAMPLE: Supporting Evidence for EXAMPLE: Supporting Evidence for Outcome Rating and Progress for Outcome Rating and Progress for Appropriate Behaviors to Meet their NeedsAppropriate Behaviors to Meet their Needs
Date of Assessment
Method Used(Check all that apply)
Sources of Information
Summary of Relevant Result(include present level of performance)
4/2/06 Record Review Physician’s Medical Report
Candace’s AFOs have been modified to support an increase in range of motion
4/12/06 Interviews Child’s Mother Candace’s mother reports that she eats with her fingers and does not use a fork or spoon.
4/4, 8, 10/06
Observations Early Childhood Special Education Teacher --observed during arrival/departure, toileting and snack
Candace used her fingers to feed herself and needs hand-over-hand assistance to use a spoon; Candace tugs on her diaper after it is wet or soiled; She puts one arm through the sleeve of her coat
4/14/06 Tests/Assessments Carolina Curriculum for Infants and Toddlers with Special Needs
Self-help: Eating – 12 – 15 monthsSelf-help: Dressing – 15 – 18 monthsSelf-help: Grooming – 18-21 monthsSelf-help: Toileting – 15-18 months
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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Practice with the Early Childhood Outcomes Summary Form
Modified from presentation by the National Early Modified from presentation by the National Early Childhood Outcomes CenterChildhood Outcomes Center
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The Take Home MessagesThe Take Home Messages
Early Childhood Outcomes are not primarily about data
ECO are about doing good things for children and families
And using ECO data as a tool to help programs, providers and families know if what they are doing is making a difference for children and families…and if not, to make improvements so they will!