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We worry about what a child will be tomorrow, yet we forget that he is someone today.

Learn about Colorado's early childhood initiatives, including local control, collaboration, and data-driven decision making, to create a meaningful approach to accountability. Explore the outcomes and efforts of the Early Childhood Systems Work in Colorado.

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We worry about what a child will be tomorrow, yet we forget that he is someone today.

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  1. We worry about what a child will be tomorrow, yet we forget that he is someone today. --Stacia Tauscher

  2. Results Matter Creating a Meaningful Approach to Accountability

  3. Colorado’s Early Childhood Landscape • Local control philosophy • High levels of collaboration • Extensive systems work • Pilot communities as learning labs • Early outcomes work driven locally

  4. Early Childhood Initiatives Team Sec 619, Part C, State Operated Preschool, Child Care Quality Enhancement, Prevention Housed in Education Collaborative Efforts Blended Funding Colorado Early Childhood Systems Work

  5. Early Childhood State Systems Team Larger stakeholder group Education, Special Education/Early Intervention, Head Start, Public Health, Child Care, Families, Appraisal Systems, Resource and Referral, Foundations, Mental Health State Systems Team Task Forces Strategic Planning Organizational Structure Public Engagement Policy Funding Evaluation and Outcomes Colorado Early Childhood Systems Work

  6. Colorado Early Childhood Consolidated Pilots • 18 pilot communities across the state • Learning community for state systems work • Legislative authority w/ waiver capabilities • Local leadership development • Comprehensive systems development • Program Evaluation • Data driven decision making

  7. What was the Impetus for Our Outcomes Work? In the beginning and still… Colorado’s work toward a comprehensive system of care and education More recently influenced by… Increasing emphasis on accountability at the local level

  8. Began to Collect family data on their perceptions of experiences and outcomes Collect child outcomes data based on IFSP outcomes But found that Explicitly defined outcomes were necessary in order to best utilize the data. The Part C Team

  9. Began to develop…. Outcomes, indicators and rubrics A new and “perfect” measurement tool An information management system But found that… There isno perfect measurement tool The tools proposed were not an improvement on existing tools What had evolved was at odds with what the team believed to be right The Preschool Team

  10. Pausing to Reflect As a team, we revisited our purposes and core values with regard to assessment practices, data collection and accountability.

  11. Positively influence the lives of children and families. Document, describe and value child progress over time Inform and influence day-to-day interactions and interventions by the adults in a child’s life Inform and influence program planning Inform and influence policy development Demonstrate program efficacy The purpose of our early childhood outcomes project is to

  12. Core Values Guiding Colorado Decision Making The system should • Be inclusive of all children • Represent a birth to five model • Be multi-dimensional • Serve multiple purposes • Respect local efforts

  13. Core Values Guiding Colorado Decision Making Thechildoutcome measures should • Be based on sound theory and research • Be contextualized, naturalistic, authentic • Be culturally and linguistically sensitive • Be ongoing • Utilize information from primary caregivers including families

  14. New Directions Child Short Term Progress Data • The Ounce • Work Sampling Developmental Checklist • Creative Curriculum Developmental Continuum • High/Scope Child Observation Record

  15. New Directions Child Longitudinal Data • % of students on Individual Literacy Plans in Kindergarten, First and Second Grades • Special education entrance and exit data • Retention rates • Colorado K-12 Student Assessment Program • Continued engagement with the education system (graduation, formal transition following secondary level, etc)

  16. New Directions Feedback from Key Stakeholders • Survey of family perceptions of child progress • Survey of kindergarten teacher perceptions of school readiness • Family satisfaction surveys based on program quality standards

  17. New Directions Family Outcomes Data Family engagement in their child’s program.

  18. New Directions Program Quality Data • Infant/Toddler Environmental Rating Scale • Early Childhood Environmental Rating Scale • Family Day Care Environmental Rating Scale Also capture links for programs who have • NAEYC Accreditation • Qualistar Rating

  19. Current Activities • Ongoing update & feedback sessions with Consolidated Pilot Coordinators • Presentations of model to key stakeholder groups • Aligning of data systems • Reviewing and cross walking assessment systems • Summer symposium on observation, documentation and ongoing assessment • Field test in select communities 2005/2006

  20. Lessons Learned(so far) • A diverse and balanced work group results in balanced work product • Planning for ongoing staff development is key • Strategic planning about how to engage and inform various stakeholder groups is essential • When the pressure is on, it’s easy to drift from core values…

  21. Not everything that can be measured counts, and not everything that counts can be measured. --Albert Einstein

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