Refresher: Background on Federal and State Requirements

Refresher: Background on Refresher: Background on Federal and State Federal and State

RequirementsRequirements

Early Childhood Outcomes CenterEarly Childhood Outcomes Center 2

Objectives Objectives

Understand the purposes of the child outcomes data collection

Be familiar with key considerations related to accurately completing the Child Outcomes Summary Form

Be able to evaluate child outcomes data for accuracy as part of supervision

Understand the use of child outcomes data for program improvement, including for instruction, resource allocation, and professional development


Why are we doing this?


Keeping our eye on the prize:

High quality services for children and

families that will lead to good outcomes.


Goal of early childhood Goal of early childhood special educationspecial education

“…To enable young children to be active and

successful participants during the early

childhood years and in the future in a variety

of settings – in their homes with their

families, in child care, in preschool or school

programs, and in the community.”

(from Early Childhood Outcomes Center,http://www.fpg.unc.edu/~eco/pdfs/eco_outcomes_4-13-05.pdf)


High Quality Data on OutcomesHigh Quality Data on Outcomes

Data are a piece of a system that helps to achieve overarching goals for children and families

Data yield Evidence that allows you to make an

inference that should lead to specific actions to improve the system.

Prof’l Development•Preservice•Inservice

System for Producing Good Child and System for Producing Good Child and Family OutcomesFamily Outcomes

Good Federal policies and programs

Good State policies and programs

High quality services and supports for children 0-5 and their families

Good outcomes for children and families

Good Local policies and programs

Adequate funding

Strong Leadership


The Vision: Using Data as a Tool for The Vision: Using Data as a Tool for Program ImprovementProgram Improvement

States will have quality data available on an ongoing basis about multiple components of the system Outcomes for children and families Programs and services provided Personnel (types, qualifications, etc.) Etc.


Driving Force for Data on Child Outcomes Driving Force for Data on Child Outcomes Comes from the Federal LevelComes from the Federal Level

Government Performance and Government Performance and Results Act (GPRA)Results Act (GPRA)

Program Assessment Rating Tool Program Assessment Rating Tool (PART)(PART)

Individuals with Disabilities Individuals with Disabilities Education Act (IDEA)Education Act (IDEA)


Requires goals and indicators be

established for IDEA Indicators and data collection further

along for school age population than

for EC Previously, for early childhood data

had been collected on:

• Number of children served

• Settings

Government Performance and Results Government Performance and Results Act (GPRA) passed in 1993Act (GPRA) passed in 1993


130 programs examined in 2002; 50%

programs had no performance data

Programs looking at inputs, not results

Part C and Section 619

No long-term child outcome goals or data

Need to develop a strategy to collect

annual performance data in a timely

manner

PART evaluation results (2002)PART evaluation results (2002)


Federal Funding for Preschool Federal Funding for Preschool Special EducationSpecial Education

Total U.S.

2004 $387,699,000

2005 $381,385,691

2006 $380,751,030



SEC. 616. <<NOTE: 20 USC 1416.>> MONITORING, TECHNICAL ASSISTANCE, AND ENFORCEMENT. ``(a) Federal and State Monitoring.-…..…..``(2) Focused monitoring.--The primary focus of Federal and State monitoring activities described in paragraph (1) shall be on-- ``(A) improving educational results and functional outcomes for all children with disabilities;

Individuals with Disabilities Education ActIndividuals with Disabilities Education Act


How Office of Special Education How Office of Special Education (OSEP) responded(OSEP) responded

Required states to submit outcome data in their Annual Performance Report (APR)

Funded the Early Childhood Outcomes (ECO) Center to do research, make recommendations, and assist states


Where are we now:

Federal reporting requirements


OSEP Reporting Requirements: OSEP Reporting Requirements: the Outcomes the Outcomes

Positive social emotional skills (including positive social relationships)

Acquisition and use of knowledge and skills (including early language/ communication [and early literacy])

Use of appropriate behaviors to meet their needs


OSEP Reporting CategoriesOSEP Reporting Categories

Percentage of children who:

a. Did not improve functioning

b. Improved functioning, but not sufficient to move nearer to functioning comparable to same-aged peers

c. Improved functioning to a level nearer to same-aged peers but did not reach it

d. Improved functioning to reach a level comparable to same-aged peers

e. Maintained functioning at a level comparable to same-aged peers

3 outcomes x 5 “measures” = 15 numbers


Reporting ScheduleReporting Schedule

Due February 2008 Data in reporting

categories at exit for all children who have been in the program for at least 6 months

Must be reported for the year beginning July 1, 2006

Repeat with next year’s data in 2009, etc.

2010 States must set targets Summary statements

for targets recommended; not yet official*

States must report data to public by school districts for these target numbers

*See http://www.fpg.unc.edu/~ECO/meetings.cfm for more information on recommended targets

http://www.fpg.unc.edu/~ECO/meetings.cfm


Where are we now:

State decisions and activities


To respond to federal

reporting requirements

To have data for program

improvement and

to respond to federal reporting

requirements

Purpose

WHY? (State Version)


To provide data to the

state

To have data for program

improvement and

to provide data to the state

Purpose

WHY? (Local Version)


State approaches State approaches Most states have embraced outcomes

measurement and are collecting outcomes data for their own purposes.

Many states are building bigger systems than needed to produce the federal data.

Go to www.the-eco-center.org for more information about what other states are doing


How are states collecting child How are states collecting child outcomes data? outcomes data?

Possible state approaches to collection of child data Child Outcomes Summary Form (COSF) Publisher’s online assessment system Single assessment statewide Other approaches

ApproachApproach Part C Part C

(56 states)(56 states)

PreschoolPreschool

(59 states)(59 states)

One tool One tool statewidestatewide 8/56 (14%)8/56 (14%) 13/59 (22%)13/59 (22%)

Multiple Multiple Publishers’ online Publishers’ online toolstools

2/56 (4%)2/56 (4%) 3/59 (5%)3/59 (5%)

COSF 7 pt. scaleCOSF 7 pt. scale 40/56 (71%)40/56 (71%) 36/59 (61%)36/59 (61%)

Other Other 6/56 (11%)6/56 (11%) 7/59 (12%) 7/59 (12%)

State Approaches to Measuring State Approaches to Measuring Child OutcomesChild Outcomes


Checking in – How is it going?Checking in – How is it going?

Implementing the Child Outcomes Implementing the Child Outcomes ProcessProcess

What is going well? What is not going well? Are there other issues or concerns that

need to be addressed about the process?

Documents

Refresher: Background on Federal and State Requirements