Minnesota’s Outcome Measurement System

1. Minnesota’s Outcome Measurement System For Infants, Toddlers and Preschool Children with Disabilities and their Families, including young children with Hearing Loss

2. Contact Information Lisa Backer ECSE Specialist Minnesota Department of Education 651.582.8473 lisa.backer@state.mn.us

3. Why Collect Outcomes Data? • It is a federal requirement. State programs that receive federal dollars must show outcomes Outcome data is an added data requirement • Number of children identified and served • Race & Gender of children served • Environment data • Data on dispute resolution

4. Why Collect Outcomes Data? • Tracking child progress is recommended practice. Professional organizations for EC personnel include and describe ongoing assessment in their recommended practices and position statements. For example: • DEC (2007) • NAEYC & NAECS/SDE (2003) • ASHA (2003)

5. Why Collect Outcomes Data? • Outcome data can be used to improve programs. State Level: By comparing data across programs, states can identify effective programs • Identify the factors that contribute to their success. • Learn where there are program weaknesses • Allocate resources, (e.g., training and technical assistance) for program improvement.

6. Why Collect Outcomes Data? • Outcome data can be used to improve programs. Program Level: Local agencies can examine intervention services, settings and practices • identify and capitalize on success • identify and provide support, such as personnel supervision, mentoring, or coaching, where services should be more effective. 

7. Why Collect Outcomes Data? • Outcome data can be used to improve programs. Services Level:  Teachers and other service providers can use data • To make decisions about curricula • To inform families about the effectiveness of services being provided. Individual child outcomes data can be used to identify children needing additional help and communicate child progress to parents.

8. Summary States must implement an accountability system that produces quality for reporting purposes and for program improvement at the federal, state, and local levels. The ultimate goal is to have quality policies and practices in place, providing high quality services for young children and their families, resulting in the best possible outcomes for children and families.

9. Family Outcomes and Benefits: Part C Percent who report that early intervention services have helped the family: A. Know their rights; B. Effectively communicate their children's needs; and C. Help their children develop and learn.

10. Measurement of Family Outcomes • Survey handed to family within 1 month of exit by their Primary Service Provider with a stamped envelop addressed to MDE • MDE compiles the data and reports annually on the performance of each Special Education Administrative Unit

12. 75%

13. Finding District Data Profiles

14. Finding District Data Profiles

15. Finding District Data Profiles

16. Finding District Data Profiles

17. Finding District Data Profiles

18. Beginning 2011… …States must publicly report the status of each local program in achieving the child outcome targets.

19. 3 Functional Child Outcomes

20. Outcomes Reflect Functionality Across Settings Each outcome is a snapshot of: • The whole child • Status of the child’s current functioning across settings and situations Rather than: • Skill by skill • In one standardized way • Split by domains

21. Children have positive social emotional skills, including social relationships. This outcome refers to the ways young children… • relate to other children and adults, • get along with others, • solve social problems in a variety of settings, • interact in group situations. It also includes the manner in which a child expresses emotions and feelings and learns social rules and expectations.

22. Children acquire and use knowledge and skills, including language/communication This outcome refers to young children’s abilities to think, reason, remember, problem solve, and use symbols and language. It refers to young children’s knowledge and understanding of the world around them and of early concepts (e.g., symbols, numbers, spatial relationships, etc.). Children’s early literacy is included as part of the outcome statement for Part B/619 only. 

23. Children use appropriate behaviors to meet their needs. This outcome refers to children’s abilities to take care of themselves in different settings: • getting from place to place, • using everyday tools and utensils, • taking daily care of themselves (e.g., dressing, eating, bathing, brushing teeth), • caring for their health and safety, and • participating in chores and responsibilities. It also addresses children’s integration of motor abilities to complete tasks and interact with their world.