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Part C Training: Implementing the Child Outcomes Process

Part C Training: Implementing the Child Outcomes Process . The Early Childhood Outcomes (ECO) Center National Early Childhood Technical Assistance Center (NECTAC). Columbia SC, June 11, 2007. Training Discussions to Include:. Background of child outcomes data collection

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Part C Training: Implementing the Child Outcomes Process

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  1. Part C Training: Implementing the Child Outcomes Process The Early Childhood Outcomes (ECO) Center National Early Childhood Technical Assistance Center (NECTAC) Columbia SC, June 11, 2007 Early Childhood Outcomes Center

  2. Training Discussions to Include: • Background of child outcomes data collection • South Carolina BabyNet child outcomes process • Child outcome forms & resources • Provider input • Consensus ratings • Crosswalk, COW, COSF & developing a consensus rating with hands on practice Early Childhood Outcomes Center

  3. Your Presenters • Team for Early Childhood Solutions (TECS) • Dr. Lesly Wilson • Early Childhood Outcomes Center (ECO)/The National Early Childhood Technical Assistance Center (NECTAC) • Lynne Kahn • Robin Rooney Early Childhood Outcomes Center

  4. Background for Data Collection Early Childhood Outcomes Center

  5. Goal of Early Intervention “…To enable young children to be active and successful participants during the early childhood years and in the future in a variety of settings – in their homes with their families, in child care, in preschool or school programs, and in the community.” (from Early Childhood Outcomes Center, http://www.fpg.unc.edu/~eco/pdfs/eco_outcomes_4-13-05.pdf) Early Childhood Outcomes Center

  6. Findings for Part C Results not demonstrated Part C “While the program has met its goal relating to the number of children served, it has not collected information on how well the program is doing to improve the educational and developmental outcomes of infants and toddlers served.” Read more at ExpectMore.gov Early Childhood Outcomes Center

  7. Public Policy Context • Age of accountability • Accountability increasingly means looking at results, not just process • Office of Special Education Programs (OSEP) is under increasing pressure to produce outcome data on children participating in early intervention and early childhood special education programs Early Childhood Outcomes Center

  8. OSEP’s Response • Required states to submit outcome data in their Annual Performance Report (APR) • Funded the Early Childhood Outcomes Center to do research, make recommendations, and assist states Early Childhood Outcomes Center

  9. OSEP Reporting Requirements: Child Outcomes • Positive social-emotional skills (including social relationships) • Acquisition and use of knowledge and skills (including early language/communication [and early literacy]) • Use of appropriate behaviors to meet their needs Early Childhood Outcomes Center

  10. OSEP Reporting Categories Percentage of children who: a. Did not improve functioning b. Improved functioning, but not sufficient to move nearer to functioning comparable to same-aged peers c. Improved functioning to a level nearer to same-aged peers but did not reach it d. Improved functioning to reach a level comparable to same-aged peers e. Maintained functioning at a level comparable to same-aged peers 3 outcomes x 5 “measures” = 15 numbers Early Childhood Outcomes Center

  11. Why Collect Outcome Data? Data on outcomes are important for state and local purposes. • To document program effectiveness • Increase in funding? • To improve programs • Identify strengths and weaknesses • Allocate support resources, such as technical assistance And, ultimately to better serve children and families Early Childhood Outcomes Center

  12. Reporting Schedule • Entry information (Age expected? Yes, No) • Was reported February 2007 for children entering between July 1, 2005, and June 30, 2006 • Data in reporting categories at exit for all children who have been in the program for at least 6 months • Must be reported for the year beginning July 1, 2006 • Due February 2008 • Repeat with next year’s data in 2009, etc. Early Childhood Outcomes Center

  13. South Carolina’s Part C Process Early Childhood Outcomes Center

  14. “HOW” will South Carolina collect outcome data? • Data collected at ENTRY and EXIT of BabyNet system. • ENTRY= completion the IFSP process for initiation of services in system • EXIT= completion of the IFSP for transition/discharge from system Early Childhood Outcomes Center

  15. Data Exclusions • children 24 months or older at ENTRY • children who have received less than 6 months Early Childhood Outcomes Center

  16. ECO Resources used in South Carolina • COW (modified resource) • COSF • Decision Tree • Crosswalks Early Childhood Outcomes Center

  17. The COW verses the COSF: • Both forms provide the same critical content information needed for determining a consensus rating • The process for gather information for both forms are the same Early Childhood Outcomes Center

  18. The Child Outcomes Worksheet (COW) • Unique to South Carolina • Completed only by Service Coordinator (Intake/Fast Track/Ongoing) Early Childhood Outcomes Center

  19. The Child Outcomes Worksheet (COW) • Provides foundational information regarding child’s functional status captured from CBA and family input • A communication tool between the Service Coordinator and other team members • A guide to be completed by the Service Coordinator only Early Childhood Outcomes Center

  20. The Child Outcome Summary Form (COSF) • Used by at least 30 states to capture outcomes data • Completed by team members and includes a rating for each outcome area • Includes the functional status category progress measure • Includes “yes” or “no” choice option Early Childhood Outcomes Center

  21. Entry Status Data Capture:Intake Coordinator/Fast Track Coordinator Gathers current functional status input from: 1) family 2) early care educator 3) cross-walked CBA items 4) any existing providers Service Coordinator Documents input on the Child Outcome Worksheet(COW) Based on input & Decision Tree process, assigns child an Entry Rating on each of the three outcomes Documents Entry Rating on-line AND places completed COW with a Copy of online inputted Entry Rating in child’s file Early Childhood Outcomes Center

  22. Reporting Data • Entry Rating: • Based on COW consensus rating. • There should be three pieces of data inputted at ENTRY, one rating for each outcome. • A copy of COW with rating should be stored in child’s record in order to follow child through the system and to be available at EXIT. Early Childhood Outcomes Center

  23. Exit Status Data Capture:Ongoing Service Coordinator – at exit from BN Gathers current functional status input from: 1) family 2) early care educator 3) cross-walked CBA items 4) other relevant persons? Documents input on the Child Outcome Worksheet (COW) Forwards to all team members Using the Decision Tree, and the all completedCOSFs, assigns an Exit Rating Inputs on-line: Entry Rating (present in child’s file) andExit Rating Child Status category Yes/No – new skills Early Childhood Outcomes Center

  24. Reporting Data • Exit Rating • Based on COSF consensus rating, ongoing service coordinator enters one rating for each outcome • Status category • Select one category that best reflects the difference in the child’s function between the rating at entry and at exit • New Skills • Indicate ‘YES’ or ‘NO’ for acquisition of any new skills by the child related to each outcome between entry and exit. • ‘New Skills’ refers to any new skills the child has learned in this area of function, not just the CBA items Early Childhood Outcomes Center

  25. Reporting Data: • Data will be reported electronically using an online database system. • A link to the database is located on the TECS web site (www.med.sc.edu/tecs). • Data will be reported using the child’s BabyTrac ID#. • Data extractions will be on a collective level and not individualized. • Data will be stored on a secure server. Early Childhood Outcomes Center

  26. Underlying Logic Need to make a documented case that … Outcomes are better than they would have been without the program Early Childhood Outcomes Center

  27. The SC SPP/APR: the First phase of child outcomes reporting • Child outcomes is indicator #3 in the SPP • Submitted February 2007 to OSEP • Reported measure of: • % of infants and toddlers who are functioningcomparableto same-aged peers. • % of infants and toddlers who are functioning below same-aged peers. Early Childhood Outcomes Center

  28. Outcome #1- Positive social-emotional skills • 42% of children were reported as functioning comparable to same-aged peers while • 58% of children were reported as functioning below same-aged peers. Early Childhood Outcomes Center

  29. Outcome #2- Acquisition and use of knowledge and skills • 21% of children were reported as functioning comparable to same-aged peers while • 79% of children were reported as functioning below same-aged peers. Early Childhood Outcomes Center

  30. Outcome #3- Use of appropriate behaviors to meet their needs • 35% of children were reported as functioning comparable to same-aged peers while • 65% of children were reported as functioning below same-aged peers. Early Childhood Outcomes Center

  31. OSEP Reporting Categories for APR/SPP 2008- February Percentage of children who: a. Did not improve functioning b. Improved functioning, but not sufficient to move nearer to functioning comparable to same-aged peers c. Improved functioning to a level nearer to same-aged peers but did not reach it d. Improved functioning to reach a level comparable to same-aged peers e. Maintained functioning at a level comparable to same-aged peers 3 outcomes x 5 “measures” = 15 numbers Early Childhood Outcomes Center

  32. SPECIAL THANKS TO: • TECS STAFF • Lily Nalty • Libby Horton • Leah Perry • Glenda York • Stephanie Hicklin • Antiono Heath (CDR student) • Marquita Heath (CDR student) Early Childhood Outcomes Center

  33. Using the Child Outcomes Summary Form Robin Rooney and Lynne Kahn The Early Childhood Outcomes (ECO) Center Part C South Carolina June, 2007 Early Childhood Outcomes Center

  34. Three Child Outcomes • Children have positive social-emotional skills (including social relationships) • Children acquire and use knowledge and skills (including early language/communication [and early literacy]) • Children use appropriate behaviors to meet their needs Early Childhood Outcomes Center

  35. Goal of Early Intervention “…To enable young children to be active and successful participants during the early childhood years and in the future in a variety of settings – in their homes with their families, in child care, in preschool or school programs, and in the community.” (from Early Childhood Outcomes Center, http://www.fpg.unc.edu/~eco/pdfs/eco_outcomes_4-13-05.pdf) Early Childhood Outcomes Center

  36. Functional Outcomes • Not domain pure, not separating child development into discrete areas (communication, gross motor, etc.) • Refer to USING and APPLYING skills, not just having skills • Refer to behaviors that integrate skills across domains Early Childhood Outcomes Center

  37. Thinking about Each Outcome • How does the child show affection? • Does the child knows that an object continues to exist when it is out of sight? • How does the child interact with others? • How does the child indicate hunger? Early Childhood Outcomes Center

  38. Thinking about Each Outcome • Does the child understand and avoid danger? • Does the child know his or her name? • How does the child interact with siblings? • Does the child know where things are kept in the house (e.g., what cabinet the cereal is in)? Early Childhood Outcomes Center

  39. Assessing Functional Outcomes • What does the child do across settings and situations How the child uses his/her skills to accomplish tasks Not the child’s capacity to function under unusual or ideal circumstances • Not necessarily the child’s performance in a structured testing situation (“noncompliant”) Early Childhood Outcomes Center

  40. Critical Assumptions Related to the Three Child Outcomes • Achievement of the outcomes is based on age expectations. Children of different ages will demonstrate achievement in different ways • There are many pathways to competence for children with atypical development (e.g., using sign language, wheelchair). This seems obvious but can get lost when an assessment tool uses a different assumption Early Childhood Outcomes Center

  41. Importance of understanding age-expected child development • Where to get refreshers on child development: • Web resources list • Many assessment tools • States’ Early Learning Guidelines or Early Childhood Standards Early Childhood Outcomes Center

  42. DEC Recommended Practices for Assessment • Involve multiple sources • Examples: family members, professional team members, service providers, caregivers • Involve multiple measures • Examples: observations, criterion- or curriculum-based instruments, interviews, norm-referenced scales, informed clinical opinion, work samples Early Childhood Outcomes Center

  43. Assessment Instruments • Assessment tools can inform us about children’s functioning in each of the three outcome areas • Challenge: There is no assessment tool that assesses the three outcomes directly • Key question: • How much and what information will a given tool provide about the attainment of the three child outcomes? Early Childhood Outcomes Center

  44. Making Use of Assessment Tool Information • Information from formal or published assessment tools can be very useful, but it needs to be understood and used in the context of achievement of the three outcomes • Teams may have additional information that paints a picture of the child that differs from one provided by an assessment. Teams may “override” the results from an assessment tool Early Childhood Outcomes Center

  45. Remember This • Flexibility is required in applying assessment tool results to the outcomes • Teams need to decide what information from an assessment tool is relevant for this child Early Childhood Outcomes Center

  46. Using Information from Assessment Tools • The ECO Center has “crosswalked” assessment tools to the outcomes • Crosswalks show which sections of assessment tools are related to each outcome • Having many items does not necessarily mean the assessment captures functioning across settings Early Childhood Outcomes Center

  47. The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition (CCITSN):Crosswalk to Child Outcomes Early Childhood Outcomes Center

  48. Use As a general guide as to how the content of the assessment tool maps to the 3 outcomes As a guide to help you understand the content of the 3 outcomes Do not use As a checklist Remember: Lots of items does not necessarily mean the tool is a good measure of functioning in an outcome area. Quantity may not equal quality. Ways to Use and Not Use the Crosswalks Early Childhood Outcomes Center

  49. Including Parents in the Discussion • Parent input about the child’s functioning is critical • Family members see the child in situations that professionals do not • Need to ask family members about what the child does at home • The team will need a way to learn what family members know about the child • The three outcome areas have been found to be a useful way of reviewing with families how their child is doing, in preparation for planning individualized IFSP outcomes Early Childhood Outcomes Center

  50. Global Program Outcomes for All Children and individualized IFSP Outcomes • Accomplishing the three global outcomes are the EI program’s purpose and intention for all participating children • Individualized IFSP outcomes reflect the route each may take in reaching these program outcomes, based on the child’s strengths and needs • The 3 global outcomes are the bottom line for whether the individualized IFSP outcomes have improved the child’s functioning in real life. Early Childhood Outcomes Center

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