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Making Progress on Measuring Progress

Making Progress on Measuring Progress. Barbara Jackson, NE Beppie Shapiro, HI Lynne Kahn and Kathy Hebbeler, ECO. Format of Presentation. Meet each state Overview of the 5 Decision areas to be discussed For each decision area: Description of each state’s plans

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Making Progress on Measuring Progress

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  1. Making Progress on Measuring Progress Barbara Jackson, NE Beppie Shapiro, HI Lynne Kahn and Kathy Hebbeler, ECO

  2. Format of Presentation • Meet each state • Overview of the 5 Decision areas to be discussed • For each decision area: • Description of each state’s plans • Questions and comments from participants

  3. About Nebraska • Birth Mandate State • Co-Leads for Part C: Health and Human Services & Education • Outcome data process will be the same across the birth through 5 age group

  4. Nebraska (continued) • 460 School Districts • Number of children birth to three: 1303 • Number of children three and four: 2811 • Number of children three through 5: 4707

  5. Decision Areas • How will the state determine children’s status on each of the outcomes? • What reporting categories has the state chosen to use? • How often will data be collected? and reported to the state? • How will data get from local programs to the state? • What are each state’s plans for rolling out child outcome measurement?

  6. Part C Assessment in Hawai`i • 2004: State Assessment Task Force recommends tools for CDE: • Hawai`i Developmental Charts (HELP) • “Michigan” EIDP • Battelle • 2005: All programs serving children with developmental delays/biological risk factors trained to use HDC

  7. Assessment of babies eligible due to environmental risk • Ages and Stages: • Forms for specific age levels • Scores indicate only “Typical”, “Monitor”, “Refer” • Referred for CDE and services by program serving DD • Care coordination may remain with original program

  8. What Counts: Measuring the Benefits of Early Intervention in Hawai`i 1. “Outcomes” become Hawai`i “EI Benefits or Goals” 2. How can we assign a “score” to each child on each EI Goal?

  9. Nebraska’s Assessment Process • Which assessments? • AEPS • Creative Curriculum • High Scope COR for Infants/ Toddlers & Preschoolers

  10. Nebraska’s Assessment Process Process for parent input? • Parents provide input during the assessment process How is the assessment information “transformed”? • Working with publishers to determine feasibility of computer-based formulas

  11. Nebraska’s Assessment Process • When is entry data being collected? • Considering that data will collected within the 45-60 days after referral

  12. What Counts: Measuring benefits of Early Intervention in Hawai`i Number of reporting categories

  13. Decision & Rationale • Use ECO 5 categories • maintained typical functioning • made progress to achieve typical functioning • moved nearer to typical functioning D.made progress but not enough to move nearer to typical functioning E. did not make progress • Program improvement

  14. Number of Reporting Categories in NE • Four Categories • OSEP’s 3 categories • Plus % of children who attain typical development

  15. What Counts: Measuring benefits of Early Intervention in Hawai`i Data Collection interval

  16. What Counts: Measuring benefits of Early Intervention in Hawai`i • Data collection intervals & rationale • At every IFSP: initial, review, annual • At end of IFSP meeting • Starting when child is at least 4 months old

  17. NE Data Collection Schedule • Districts will be mandated to report entry and exit data • Districts will be encouraged follow publishers guidelines for frequency of assessments

  18. What Counts: Measuring Benefits of Early Intervention in Hawai`i • Getting data to state • Simpler than most states? • More difficult than many states? • Individual child scores will come to state with “enough information”

  19. NE: Importing Data to the State • Considering using the publisher’s internet system at the state level

  20. Next Steps for What Counts • STEP 1: Pilot-test the What Counts measurement strategy at 3 programs on O`ahu:·Nov. Recruit programs • Dec. Train Program Staff • Jan thru Feb conduct pilot and collect feedback

  21. Next Steps, continued • Step 2: Revise procedures as indicated by pilot data and feedback; Develop system for sending data “up the chain”; Develop data analysis & reporting routines. Decide what additional data we will collect • Step 3: Initial implementation in 3 communities starts April 1, 2006.

  22. And another BIG step • October 1, 2006: • ALL programs start measuring child benefits at each IFSP • Data used for OSEP reporting + • Training planned to maximize usefulness of results to programs

  23. Nebraska's Roll Out Plans • Pilot sites will be volunteer to send in entry data on newly enrolled children as of April 1, 2006 • All districts will begin to collect entry data on newly enrolled children as of September 1, 2006

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