MAKING THE MOST OF EARLY CHILDHOOD DATA APRIL 2011

1. MAKING THE MOST OF EARLY CHILDHOOD DATA APRIL 2011

2. Making the Most of Early Childhood Data Presenters:Melody Hobson, Co-Administrator Office of Early Childhood Nebraska Department of Education Jan Thelen, ECSE Coordinator Office of Special Education Nebraska Department of Education

3. Making the Most of Early Childhood Data Presenters:Jenny Fundus, Director Early Childhood Education Bellevue Public Schools Sally Hansen, Supervisor Carol Kenton, EC Specialist Early Childhood Education ESU 9

4. PURPOSE OF THE DAY • Describe “Results Matter” child and program data • How data is used to meet federal/state requirements • Using data to improve outcomes for children

5. AN OVERVIEW……

6. Results Matter: Overview Results Matter in Nebraska is a child, program and family outcomes measurement system designed and implemented to: • Improve early childhood education programs • Support young children (B-5) and their families • Be responsive to federal and state requirements

7. Results Matter: Overview • Results Matter system began in 2006-07 • For children B-5 served by school districts, Early Development Network, Birth to Three Endowment, and their partners in home and community early childhood settings

8. Results Matter: Overview • Includes children participating in: • Part C (birth to age 3) with IFSP’s • Part B 619 (age 3-5) with IEP’s • Early Childhood School Programs • B-3 Endowment Grant programs

9. OUTCOME AREAS • Family • Program • Child

10. A “MATTER” OF LAW Results Matters is responsive to: • NDE Rule 11-Rules for Early Childhood Programs • NDE Rule 51-Regulations & Standards for Special Education Programs • IDEA, Part C & B-619 (Federal mandates)

11. CHILD OUTCOMES A. Positive social-emotional skills • Includes social relationships

12. CHILD OUTCOMES • B. Use of knowledge and skills • Includes early language, literacy and communication

13. CHILD OUTCOMES C. Use of appropriate behavior to meet needs • Includes self-regulation and daily living skills

14. CHILD OUTCOME MEASUREMENT TOOLS High/Scope Child Observation Record (COR) Creative Curriculum Developmental Continuum/Teaching Strategies GOLD Assessment, Evaluation, and Programming System (AEPS)

15. PROGRAM OUTCOMES… Utilize qualified, trained and responsive staff who use evidence based early childhood practices

16. PROGRAM OUTCOMES Achieve & maintain high quality learning environments

17. PROGRAM OUTCOMES • Consistently meet state and federal guidelines

18. PROGRAM QUALITY MEASUREMENT TOOLS • Environmental Rating scales (ITERS and ECERS) • Early Language & Literacy Classroom Observation (ELLCO) • Home-Based Programs – survey and observational measures of environment and home visit effectiveness

19. RESULTS MATTER BENEFITS • Reflects evidence based practices • Engages families, teachers, and service providers as active participants at all levels • Integrates information gathered ACROSS settings • Is useful in planning for goals and day-to-day decisions

20. …AND MORE BENEFITS • Is individualized to address each child’s unique ways of learning • Is based on ongoing observation of children in real activities with people they know in natural settings

21. Results Matter In Action Jenny Fundus, Director Early Childhood Ed Bellevue Public Schools Sally Hansen, Supervisor Carol Kenton, EC Specialist Early Childhood Ed ESU 9

22. RESULTS “Really Do”MATTER An Administrator’s Role in Collecting Data Jenny Fundus, Bellevue Public Schools

23. Importance of Tracking Student Progress • Accountability (birth to five) • Quality IEP/IFSP goals • Program planning, long and short term • Identifying student strengths and areas to improve

24. Bellevue’s Struggles Finding Time Analyzing data Collecting “Clean” data Using Reports Communicating to parents Keeping track of archiving, portfolios, etc.

25. Useful Reports/Resources Find a way to track your district’s data!

26. Teacher Reports Planning Tools-Developmental Area Reports Individual Student Report Social/Emotional DevelopmentBased on checkpoints entered Fall 2010/2011Physical DevelopmentBased on checkpoints entered Fall 2010/2011Cognitive DevelopmentBased on checkpoints entered Fall 2010/2011Language DevelopmentBased on checkpoints entered Fall 2010/2011

27. Teacher Reports Communications-Child Progress & Planning Report Individual, check individual progress Social/Emotional (Check / Uncheck All)(Obj. 1, Step II) Accepts changes in daily schedule and routines. (Obj. 2, Step I) Shows confidence in parents' and teachers' abilities to keep him/her safe and healthy (Obj. 3, Step II) Is able to describe feelings and their causes. (Obj. 4, Step II) Asserts own needs and desires verbally without being aggressive. (Obj. 5, Step II) Completes multiple tasks in a project of own choosing with some adult assistance. (Obj. 6, Step II) Uses self-help skills and participates in chores without reminders. (Obj. 7, Step II) Puts away used materials before starting another activity. (Obj. 8, Step I) Participates in classroom activities (e.g., circle time, clean-up, napping, toileting, eating, etc.) with prompting. (Obj. 9, Step II) Understands and follows classroom rules without reminders. (Obj. 10, Step I) Works/plays cooperatively with one other child. (Obj. 11, Step II) Shows increasing awareness that people may have different feelings about the same situation. (Obj. 12, Step II) Shares toys or allows turn in response to another child's request. (Obj. 13, Step II) Suggests a solution to solve a problem; seeks adult assistance when needed.

28. Administrator Reports OSEP Child Outcomes/Section 619 Entry Status ReportThe Entry Status Report is used to meet 2007 Federal reporting requirements under IDEA 2004 State Performance Plan Indicator #7. This report lists the number and percentage of children who are functioning at not typical/typical levels for each of the three OSEP outcomes. In addition, it lists the number and percentage of children who are not functioning at a typical level for at least one outcome. This report is to be used for children ages 3-5 served in Part B/Section 619 Programs. OSEP Child Outcomes/Part C Entry Status ReportThe Entry Status Report is used to meet 2007 Federal reporting requirements under IDEA 2004 State Performance Plan Indicator #3. This report lists the number and percentage of children who are functioning at not typical/typical levels for each of the three OSEP outcomes. In addition, it lists the number and percentage of children who are not functioning at a typical level for at least one outcome. This report is to be used for children ages birth to 3 served in Part C Programs. OSEP Child Outcomes/Section 619 Entry Status Report: Child LevelThis report features user-defined fields that can be exported into an Excel file. For each child, the report lists whether or not they are functioning at not typical/typical levels for each of the three OSEP outcomes and the child's category (1-7) on the ECO Center Child Outcomes Summary Form for each outcome. This report is to be used for children ages 3-5 served in Part B/Section 619 Programs. OSEP Child Outcomes/Part C Entry Status Report: Child LevelThis report features user-defined fields that can be exported into an Excel file. For each child, the report lists whether or not they are functioning at not typical/typical levels for each of the three OSEP outcomes and the child's category (1-7) on the ECO Center Child Outcomes Summary Form for each outcome. This report is to be used for children ages birth to 3 served in Part C Programs.

29. It’s all about the kids!

30. RESULTS “Really Do”MATTER Below Age 5 Sally Hansen Carol Kenton ESU 9

31. ESU#9 BA5 DATA FLOW CHART BA 5 STRATEGIC PLAN ANNUAL DATA RETREAT CLASSROOM STUDENTS FAMILIES ONGOING PROCESS

32. ANNUAL DATA RETREAT Data Retreat Agenda • Review and Analysis of Data Discussion of Reliability Hypothesizing how differences in programs affects data • Using Multiple Data Sources for program improvement (Family Reports, ECERS, ELLCO, Family Surveys, etc.) • Plans for next years Data Retreat • Other suggestions to the Data • Retreat Agenda for the next year

33. 2007-2008 DATA

34. 2008-2009 DATA

35. 2009-2010 DATA

36. ANNUAL DATA RETREAT Data Retreat Agenda • Review and Analysis of Data Discussion of Reliability Hypothesizing how differences in programs affects data • Using Multiple Data Sources for program improvement (Family Reports, ECERS, ELLCO, Family Surveys, etc.) • Plans for next years Data Retreat • Other suggestions to the Data • Retreat Agenda for the next year

37. NDE FIDELITY PROCESS Reliable and valid data Maximizes the quality of information for decision making and use of effective teaching strategies Assures quality reporting for Results Matter

38. NDE FIDELITY PROCESS All districts/ESU’s/special education cooperatives are responsible for ensuring adequately trained staff and contracted providers. NDE has adopted two strategies to facilitate quality data collection each year: 1. District Fidelity Plan submitted 2. Reliability check for all teachers/providers who score assessments

39. You make Results Matter in Nebraska! QUESTIONS?

40. Contact Information Melody Hobson Melody Hobson Melody.hobson@nebraska.gov (402) 471-0263 Jan Thelen Jan.thelen@nebraska.gov (402) 471-4319 Jenny Fundus Jenny.fundus@bpsne.net (402) 293-4002 Sally Hansen Shansen@esu9.org (402) 463-5611 Carol Kenton Ckenton@esu9.org (402) 463-5611