MAKING THE MOST OF EARLY

CHILDHOOD DATA

APRIL 2011

Making the Most of Early Childhood Data

Presenters: Melody Hobson, Co-Administrator

Office of Early ChildhoodNebraska Department of

Education

Jan Thelen, ECSE CoordinatorOffice of Special EducationNebraska Department of

Education

Making the Most of Early Childhood Data

Presenters: Jenny Fundus, DirectorEarly Childhood Education Bellevue

Public Schools

Sally Hansen, SupervisorCarol Kenton, EC SpecialistEarly Childhood Education ESU 9

 

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

AN OVERVIEW……

Results Matter: OverviewResults Matter in Nebraska is a child,

program and family outcomes measurement system designed and implemented to:

Improve early childhood education programsSupport young children (B-5) and their familiesBe responsive to federal and state requirements

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

Results Matter: Overview

Includes children participating in:Part C (birth to age 3) with IFSP’sPart B 619 (age 3-5) with IEP’sEarly Childhood School ProgramsB-3 Endowment Grant programs

OUTCOME AREAS

Family

Program

Child

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)

CHILD OUTCOMES

A. Positive social-emotional skills

Includes social

relationships

CHILD OUTCOMES

B. Use of knowledge and skills

Includes early language, literacy and communication

CHILD OUTCOMES

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

CHILD OUTCOME MEASUREMENT TOOLS

High/Scope Child Observation Record (COR)

Creative Curriculum Developmental Continuum/Teaching Strategies GOLD

Assessment, Evaluation, and Programming System (AEPS)

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

PROGRAM OUTCOMES

Achieve & maintain high qualitylearning environments

PROGRAM OUTCOMES

Consistently meet state and federal guidelines

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

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

…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

Results Matter In

ActionJenny Fundus, DirectorEarly Childhood EdBellevue Public Schools

Sally Hansen, SupervisorCarol Kenton, EC SpecialistEarly Childhood Ed ESU 9

RESULTS “Really Do”

MATTER

An Administrator’s

Role in Collecting Data

Jenny Fundus, Bellevue Public

Schools

• 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

Bellevue’s Struggles•Finding Time

•Analyzing data

•Collecting “Clean” data

•Using Reports

•Communicating to parents

•Keeping track of archiving, portfolios, etc.

Useful Reports/Resources

STUDENT PROGRAM REPORT NAME NSSRS

STUDENT ID#PART C

ENTRY DATEPART C EXIT

DATEPART B

ENTRY DATEPART B EXIT

DATENEW or

RETURNING AM or PM DAYS

ATTENDINGAEPS or

CREATIVE CURRICULUM

Find a way to track your district’s data!

Teacher ReportsPlanning Tools-Developmental Area Reports Individual Student Report

Social/Emotional DevelopmentBased on checkpoints entered Fall 2010/2011

Physical DevelopmentBased on checkpoints entered Fall 2010/2011

Cognitive DevelopmentBased on checkpoints entered Fall 2010/2011

Language DevelopmentBased on checkpoints entered Fall 2010/2011

Teacher Reports

Communications-Child Progress & Planning ReportIndividual, 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.

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.

It’s all about

the kids!

RESULTS “Really Do”

MATTER

Below Age 5

Sally Hansen Carol Kenton

ESU 9

ESU#9 BA5 DATA FLOW CHART

BA 5 STRATEGIC PLAN

ANNUAL DATA RETREAT

CLASSROOM

STUDENTS

FAMILIES

ONGOING PROCESS

ANNUAL DATA RETREATData Retreat Agenda

Review and Analysis of Data Discussion of ReliabilityHypothesizing 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

2007-2008 DATA

2008-2009 DATA

2009-2010 DATA

ANNUAL DATA RETREATData Retreat Agenda

Review and Analysis of Data Discussion of ReliabilityHypothesizing 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

NDE FIDELITY PROCESSReliable and valid data

Maximizes the quality of information for decision making and use of effective teaching strategies

Assures quality reporting for Results Matter

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 submitted2. Reliability check for all teachers/providers who

score assessments

QUESTIONS?You make Results Matter in Nebraska!

Contact InformationMelody HobsonMelody HobsonMelody.hobson@nebraska.gov(402) 471-0263

Jan ThelenJan.thelen@nebraska.gov(402) 471-4319

Jenny FundusJenny.fundus@bpsne.net(402) 293-4002

Sally HansenShansen@esu9.org(402) 463-5611

Carol KentonCkenton@esu9.org(402) 463-5611