Wisconsin's Children: Moving Forward with OSEP Child Outcomes

1. Wisconsin's Children Moving Forward OSEP Child Outcomes Wisconsin Departments of Health and Family Services Public Instruction Albuquerque, New Mexico April, 2006

2. Department of Public Instruction Department of Health and Family Services Wisconsin Contacts Susan Abbey abbeysk@dhfs.state.wi.us Mary Peters mary.peters@dpi.state.wi.us The full presentation (slides, speaker notes, and hand-outs) is available at: www.collaboratingpartners.com

3. Long-term performance objective in OSEP’s 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.

4. Other benefits Wisconsin’s 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

5. 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

6. 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

7. 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

8. What we need to address Information relevant to making decisions in each of 3 outcome areas Ability to compare child’s 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 Considerations for Wisconsin …

9. 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?

10. 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

11. 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

12. 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 children’s progress? • What are the multiple sources of evidence that will inform me on children’s 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

13. Comparison of OSEP Child Outcomes and WMELS

14. Critical challenge To assess functioning in each of the three outcome areas using information from multiple sources and strategies

15. 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) What are Wisconsin’s tools and strategies?

16. How do these assessments fit with the three Child Outcome Areas? Crosswalks and Alignments

17. 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

18. Comparison of OSEPChild Outcomes, WMELS, and Tools Partial text

19. 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

20. 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

21. Use Multiple Measures/Sources • Screening information • Curriculum-based and norm-referenced tools • Parent/caregiver conversations and interviews • Recorded observations • Anecdotal records, work samples, videos

22. 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)

23. 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)

24. 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 Summary ratings are based on…

25. 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

26. 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

27. 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