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ABSTRACT

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EC 303 970

Ysseldyke, James E.; And OthersPossible Sources of Data for Early Childhood (Age 6)Indicators.National Center on Educational Outcomes, Minneapolis,MN.

Special Education Programs (ED/OSERS), Washington,DC.

Nov 94H159C0000445p.; For Age- 3 Indicators, see ED 381 954.National Center on Educational Outcomes, 350 ElliottHall, 75 East River Rd., University of Minnesota,Minneapolis, MN 55455 ($10).Guides Non-Classroom Use (055)

MFO1 /PCO2 Plus Postage.At Risk Persons; Basic Skills; *BehavioralObjectives; Child Development; Data Collection;*Developmental Delays; *Disabilities; Early ChildhoodEducation; *Information Sources; *Models; *StudentEducational Objectives*Performance Indicators

This document presents a conceptual model of earlychildhood educational outcomes and suggested information sources forthe 72 indicators used to measure the outcomes identified. Themodel's outcomes and indicators are intended for use with allchildren including those identified as having disabilities ordevelopmental delays (or at risk for developing them). The conceptualmodel depicts educational resources (inputs and contexts) influencinglearning opportunity and process, which in turn influence eightoutcome domains that have a return influence on both the resourcesand opnortunity/process. Outcome domains include presence andparticipation, family involvement /accommodation and adaptation,physical health, responsibility and independence, contribution andcitizenship, academic and functional literacy, personal and socialadjustment, and satisfaction. For each outcome domain, a chart listsspecific indicators. For each indicator, a chart lists suggestedsources of information (such as teacher observation, parentinterview, standardized test data, or health records). An appendixsuggests instruments for assessing each domain. Sources of theinstruments listed are also given. (Contains 12 references.) (DB)

************************************************************************ Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

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.4

4

0

Possible Sources of

U.S. ognerronmy OR !EDUCATIONOffice of EduCalional RNrorcA *no Improvement

EOUCATIONAL RESOURCES INFORMATIONCENTER (ERIC!

C6.4 document has been reorocloCild asreceived from the pit mon or orDanaationongmating d.

0 Minor chani28 Alva been made lo improvereproduClion quality

Points of view or °pm:0ns statod in this c10CuMen, do not necessarily represent officialOERI positan or policy

Data for Early Childhood(Age 6) Indicators

NATIONALCENTER ONEDUCATIONALOUTCOMES

The College of EducationUNIVERSITY OF MINNESOTA

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POSSIBLE SOURCES OF DATA NCEO

November, 1994

Prepared by James E. Ysseldyke.Martha L. Thurlow. andRonald N. Erickson

Additional copies may beordered for $10.00.Please write:

Publications OfficeNCEO350 Elliott Hall75 East River RoadUniversity of MinnesotaMinneapolis, MN 55455

The National Center on EducationalOutcomes (NCEO), established in1990, works with state departments ofeducation, national policy-makinggroups, and others to facilitate andenrich the development and use ofindicators of educational outcomes forstudents with disabilities. It isbelieved that responsible use of suchindicators will enable students withdisabilities to achieve better resultsfrom their educational experiences.The Center represents a collaborativeeffort of the University of Minnesota.the National Association of StateDirectors of Special Education. andSt. Cloud State University.

The Center is supported through aCooperative Agreement with the U.S.Department of Education. Office ofSpecial Education Programs(H159C00004). Opinions or points ofview do not necessarily representthose of the U.S. Department ofEducation or offices within it.

NCEO Core Staff:

Robert H. BruininksJudith L. ElliottRonald N. EricksonPatricia J. GrafstromKevin S. McGrewDorene L. ScottPatricia S. SeppanenMartha L. Thurlow. assistant directorJames E. Ysseldyke, director

Acknowledgments

Several professionals contributed tothe development of this publication.Those who supplied possible sourcesof information for the specificindicators are listed below along withtheir professional affiliations:

Susan MunsonDuquesne University

Lizanne De StefanoUniversity of Illinois

Scott McConnellUniversity of Minnesota

Mary McEvoyUniversity of Minnesota

Corey RobinsonUniversity of Colorado

Debbie WoodMissouri Department of Education

An additional thank you to KatherineThor who assisted in the preparationof this document.

Editing and Desktop PublishingTrish Grafstrom

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AGE 6 NCEO

Table of Contents

Using Outcomes and Indicators 1

Conceptual Model of Domains and Outcomes 2

Presence and Participation 6

Family Involvement/Accommodation and Adaptation 8

Physical Health 12

Responsibility and Independence 16

Contribution and Citizenship 19

Academic and Functional Literacy 21

Personal and Social Adjustment 26

Satisfaction 30

References 33

Appendix

Instruments for Assessing Each Domain 35

Sources of Instruments 41

4

AGE 6 NCEO

Using Outcomes andIndicators

As an educator you can't ignore thepublic's growing desire to know whatthe results of education are for all ofAmerica's students. But you may beasking yourself "Where do I begin?"The National Center on EducationalOutcomes (NCEO) agrees thateducational results are important andknows that finding the data to answerquestions about results can be difficult.That's why NCEO has been working tohelp you get the information you needto get started.

After first developing a conceptualmodel of educational outcomes, NCEOproduced the publication EducationalOutcomes and Indicators for EarlyChildhood (Age 6). This documentexplains the model (see Figure 1, page2), along with specific outcomes andindicators of those outcomes for thisearly childhood level.

By using outcomes and indicators likethose in NCEO's early childhoodmodel, you can make data-baseddecisions about your early childhoodeducational system. You can also havegoals that will increase progress towarddesired outcomes. But first, you needto identify where you will get theinformation for each indicator. Thiseasy-to-follow booklet will help youobtain the information you need.

Using This Booklet

In this booklet, which is a companionpiece to Educational Outcomes andIndicators for Early Childhood (Age

6), you will find suggestions forpossible sources of information foreach of the 72 indicators listed in theconceptual model. As Figure 2 (page3) indicates, each of the eightoutcome domains (represented bydiamonds) has several outcomes(circles) and indicators (triangles) ofthose outcomes.

As you read through this booklet, youwill find that the information followsthe order of outcome domains andoutcomes presented in Figure 3(pages 4 and 5). Indicators andpossible sources of information arelisted for each outcome (A1 to H3).For example. outcome A 1 of Presenceand Participation has three indicators:Ala, A 1 b. and A 1 c. Each of theseindicators has two sources ofinformation that can be used to get ameasure of the degree that individualsare present and participate in school.

NCEO wants you, along with statedepartment and school districtpersonnel, to use this booklet as aresource when developing a system todocument indicators of educationaloutcomes for all students, includingthose with disabilities. Documentslisting sources of data are alsoavailable for models of educationaloutcomes and indicators at the earlychildhood (Possible Sources of Datafor Early Childhood (Age 3)), schoolcompletion (Possible Sources of Datafor School Completion Indicators),and post-school level (PossibleSources of Data for Post-School LevelIndicators). Additional sources of

data will soon be published ascompanion pieces for EducationalOutcomes and Indicators for Grade 4,and Educational Outcomes andIndicators for Grade 8.

For information on these and otherhelpful publications, turn to page 33.

As you implement your assessmentprogram, NCEO strongly encouragesyou to share your results with NCEOstaff. By doing so, your experienceand information can be shared withstate and local early childhoodeducators. Write or call NCEO at 350Elliott Hall, 75 East River Road.Minneapolis, MN 55455, 612 -626-1530.


Conceptual Model of Domains and Outcomes

= OUTCOME DOMAIN

Resources(Input and Context)

wromme405,

Presence andParticipation

LearningOpportunity and

Process

FamilyInvolvement/Accommodationand Adaptation

Figure 1. Conceptual Model of Educational Outcomes for Early Childhood (Age 6)

6

2

Physical Health

Responsibility andIndependence

Contribution andCitizenship

Academic andFunctional Literacy

Personal and SocialAdjustment

Satisfaction

AGE 6 NCEO

OUTCOME DOMAIN

/\Presence aVarticipation

OUTCOME INDICATOR SOURCE OF DATA

NOMIIMAYOMMIN

Figure 2. NCEO's Model of Outcomes, Indicators, and Sources of Data

7BEST COPY AVAILABLE

POSSIBLE SOURCES OF DATA

OUTCOME DOMAIN

NCEO

APresence abOyarticipation

Farnilyjnystsement/AccomWdation and

Adaptation

Physic*, Health

Responsibility andIndependence

,FORZT.`"

OUTCOME

Is present in school

Participates in group activities

Demonstrates involvement and support for child'sneeds

Has access to resources to support child

Makes adaptations, accommodations, orcompensations necessary to achieve outcomesin each of the major domains

Demonstrates normal physical development -

Has access to basic health care

Is aware of basic safety and healthcare needs

fi d Is physically fit

Figure 3. Outcome Domains and Outcomes for Early Childhood (Age 6)

4

Demonstrates age-appropriate independence

Gets about in the environment

Is responsible for self

8

AGE 6 NCEO

OUTCOME DOMAIN

Contributiort*Citizenship

Academic unctionalLiter'acy

Person SocialAdjuStMent

\,Sattigetlion

OUTCOME

Complies with rules, limits, and routines

Accepts responsibility for age-appropriate tasksat home and school

Demonstrates competence in communication

Demonstrates competence in problem-solving

'.\ Demonstrates competence in pre-academic andja.:' academic skills

Demonstrates competence in using technology

Copes effectively with personal challenges,frustrations, and stressors

Has a good self image

Respects cultural and individual differences

Gets along with other people

Parent/guardian satisfaction with the educationalservices that children receive

Community satisfaction with the educational servicesthat children receive

Child satisfaction with educational experience

Figure 3., continued

5

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= OUTCOME

= INDICATOR

Percent of children enrolled ineducation programs (differentiated bytype of program and enrollment ofchildren with and without disabilities)

Percent of children excluded orterminated from programs fortypically developing children

Absenteeism rate from educationalprograms (differentiated for reasonsof medical/health, family-relatedmoves, etc.)

Is present in school

= POSSIBLE SOURCESOF INFORMATION

Data from state departments of education for publicschool programs

Data from local education agencies' Child Count Report


Data from local education agencies' Child Count Report


School district attendance reports

6

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ACED NCEO

= OUTCOME

= INDICATOR

Presence a rticipation

Participates in group activities


Aza. Percent of children who participate in Go Parent/guardian survey or interviewfamily activities

Child survey or interview

Alb, Percent of children participating incommunity activities (differentiated byfamily activities and peer activities)

AZ' Percent of children actively engagedIn classroom activities

11

Records of city or county recreation programs

Survey of community organizations or park andrecreation departments

Parent/guardian survey or interview


Public school records

Parent/guardian or teacher ratings using scales orchecklists*

Parent/guardian or teacher survey or interview

*See Appennix for a full listing of published instruments thatmay he helpful in collecting pertinent data for this indicator.

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= OUTCOME

= INDICATOR

NCEO

):4/14,41

FamilyinvolitementiAccommode d Adaptation

Percent of families withappropriate support to meet theirchild's needs

taw Percent of families providingenvironments supportive of theirchild's education and learning

Percent of family members whoattend or participate in school orcommunity -based programs in whichtheir child is enrolled

;tit Percent of children whose familysystem positively supports theirdevelopment

Demonstrates Involvement andsupport for child's needs

tofi

Case reviews


Published satisfaction survey from state education andhealth agencies

Parent/guardian survey or interview regarding sources ofsupport

Professional staff smvey or interview


Individual family survey or interview

Survey or interview of professionals involved withindividual families


Records of public programs

Program survey


Items from the National Center for Education Statistics'Noiona/ Household Education Surrey

Survey or interview of professionals involved withindividual families



"See AlmetulivPi" lisling ()J. published instruments thatmay he hlp/of in collecting pertinent data .fin. this indh.ator.

8 12

AGE 6 NCEO

= OUTCOME

= INDICATOR

poL,,Family,liwolvement/

Accommodati d Adaptation

626 Percent of families knowledgeableabout community resources andprograms needed by their child

Percent 3f families who areconnected to appropriate serviceproviders or agencies

Percent of families with adequatesocial and economic resources toappropriately parent children

Has access to resources to support child

0241,, Percent of families with appropriateparenting skills to anticipate and meetdevelopmental needs of children

13


Records or survey data from parent/fam .upportorganizations

Individual family survey or interview regardingawareness of resources

Records from state departments of social or family,services

Case reviews

Parent /guardian survey or interview to measure accessto identified resources in the Individualized EducationProgram

Local or state poverty rate statistics

Individual family survey or interview regarding sourcesof support

Records from state or local child protection agencies onfamilies with identified needs for parent training



*See Appendix for a full listing of publ istrument. thatmay be helpful in collecting pertinent (hut, n- this indicator.

BEST COPY AVAILABLE


polimFamily,liwoivement/

Accommodate Adaptation

(ea Has access to resources to supportchild, continued

Percent of families living in safeenvironments (free of community andfamily violence, and substance abuse)

10

Community statistics on crime trends

Data from state or local child protection services

State demographic records on high risk indicators

Data from state departments of health

Data from home visits


ParenUguardian or teacher ratings using scales orchecklists*

*See Appendix for a full listing of published instruments thatmay he helpful in collecting pertinent data for this indicator.

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AGE 6 NCEO

OUTCOME

= INDICATOR

pc44kFamilyzinvalvement/

Accommodati d Adaptation';

(441,4 Makes adaptations, accommodations, orcompensations necessary to achieve outcomesin each of the major domains

Percent of children needing adaptivedevices or skills who use them toparticipate in activities in home,school, and community environments

15II


Data from local education agencies or state departmentsof education

Case reviews of goals, methods, and materials sectionin Individualized Education Programs

Records of pre-referral intervention activities

Medicaid/Medicare records


BEST COPY AVAILABLE


= OUTCOME

= INDICATOR

= POSSIBLE SOURCES

/ DOMAIN OF INFORMATION

Physi ealth

Cl_ Demonstrates normal physical development

la Percent of children who are inexpected range of growth andphysical development

c-tb. Percent of children with appropriatenutrition (for example, not obese orundernourished)

le, Percent of children who have beenabused or neglected

,C14. of children who have had" serious injuries that require medical

attention

I2

Records from county or state departments of health

Data from public school programs, screening clinics,physicians, or hospitals

--- Records from county or state departments of health

Participation rates in free breakfast or lunch programssponsored with federal or state subsidies

Data from public school programs, screening clinics,physicians, or hospitals

School-based health appraisals

Hospital records

Reports from state health or social service agencies

Usage rates of abuse hotline services

Data from state or local child protection agencies

Hospital records showing trends and nationalcomparisons


Hospital emergency records

Data from state or local child protection services

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AGE 6 NCE0

= OUTCOME

= INDICATOR Phys ealth

Percent of children who are fullyimmunized

Percent of children who receive caresupervision including education,diagnosis, and treatment services

Percent of children who have haddental exams and appropriatetreatments

Has access to basic health care

o = POSSIBLE SOURCESOF INFORMATION

Hospital and health care provider records

School health records


Data from U.S. Department of Health and HumanServices, Public Health Services


---------, Hospital and health care provider records

Medicaid/Medicare records

Review of Individualized Education Programs forchildren with disabilities who have chronic illnesses

Records from state departments of education, health, orhuman services


Records from public health or dental care providers

School health records

Data from state departments of health

Survey of local health departments

13


*See Appendix 6)1- a full listing of published instruments thatmay he helpful in collecting pertinent data for this indicator.

17


:7. OUTCOME

= INDICATOR

004144N1(

Physi eaIth

c3a Percent of children who are aware ofthe dangers of abuse of drugs,alcohol, poisons, and medicine

Is aware of basic safety andhealth care needs

14


Data from state departments of education or health onthe number of students participating in community orschool-based awareness programs

Parent/guardian or teacher ratings using scales orchecklist's*

*See Appendix for a fidl listing of published instruments thatmay be helpful in collecting pertinent data for this indicator.

AGE 6 NCEO

= OUTCOME

= INDICATOR

cota Percent of children who are in theirexpected range of physical fitness

ealth

C4 Is physically fit

eft Percent of children who activelyengage in developmentally appropriatelarge motor play activities

1915


U.S. Department of Health statistics

Physical education teacher observations and studentevaluations


Teacher reports

Survey of local park and recreation departmentsregarding participation rates


*See Appendix for a full listing of published instruments thatmay be helpful in collecting pertinent data for this indicator.


= OUTCOME

= INDICATORResponsibility

01,1". Percent of children who initiate andfollow through on activities

Percent of children who show concernfor others, including family members

ndependence

Demonstrates age-appropriateindependence

Percent of children who can decide -- --

-7- when help is needed and obtain it in anemergency

Percent of children who act in ways-4- that reflect an understanding of the

responsibilities of being part of a familyor group


Informal parent/guardian or teacher observations


Parent/guardian or teacher ratings using scales orchecklists






rW Parent/guardian or teacher ratings using scales orchecklists*

16




*See Appendix /or a full listing ofpublished instruments thatmay he helpful in collecting pertinent data for this indicator.

20

AGE 6 NCEO

= OUTCOME

= INDICATORResponsibilit independence

Gets about in the environment74+


Percent of children who get to and Ka Informal parent/guardian or teacher observationsfrom destinations within school (forexample, familiar locations) Parent/guardian survey or interview

L

2117




= OUTCOME

= INDICATOR

DOM#IN

Responsibility an

D3B Percent of children who can feedthemselves and participateappropriately in mealtime routines

"03;

Percent of children who can dressthemselves

Percent of children who can attend totheir own hygiene needs

Percent of children who follow basicsafety rules

Percent of children who take care oftheir own belongings

Independence

Is responsible for self



Parent/teacher survey or interview

2..""."2 Parent/guardian or teacher ratings using scales orchecklists*

18













*See Appendix for a full listing of published instruments thatmay he helpfi in collecting pertinent data for this indicator.

22

AGE 6 NCEO

= OUTCOME

= INDICATOR Contributio atizenship

Et Complies with rules, limits, and routines

Eta Percent of children who participate Inroutines in familiar environments

Percent of children who follow rulesor limits

L'E

2319








*See Appendix for a fill listing of published instruments thatmay be helpful in collecting pertinent data for this indicator.


= OUTCOME

INDICATOR Contributio 'Citizenship

Accepts responsibility for age-' appropriate tasks at home and school

0* Percent of children who perform theirassigned classroom duties at school

Percent of children who areconsiderate of others and engage inhelping behaviors

20








*See Appendix for a full listing of pulthshed instruments thatmay be helpful in collecting pertinent data for this indicator.

24

AGE 6 NCEO

= OUTCOME

= INDICATOR Academic anG=SM

Percent of children who comprehendand effectively use language thataccomplishes the purpose of thecommunication

011:4, Percent of children who follow multi-step directions given to groups

lona! Literacy

Demonstrates competencein communication

21








25

*See Appendix,for a full listing of published instruments thatmay he helpful in collecting pertinent data for this indicator.


OUTCOME

= INDICATOR

Academic and

F2

F2b

tional Literacy

(F2 Demonstrates competence/- in problem-solving


Percent of children who generate, test, Informal parent/guardian or teacher observationsand evaluate solutions to concreteproblems

Percent of children who demonstratean understanding of cause and effect

12


Parent/guardian or teacher ratings using scales orchecklists,'




*See Appendix-Pr a full listing of published instruments thatmay be helpful in collecting pertinent data for this indicator.

26

AGE 6 NCEO

= OUTCOME

DOMAIN

= INDICATOR

Academic and bona! Literacy

F3a

Fab

f3a


F3 Demonstrates competence in pre-academicand academic skills

Percent of children who demonstrateearly literacy skills (for example,sequencing events, recognizing andnaming letters)

Percent of children who demonstratethe ability to recognize that ideas andthoughts can be represented in oraland written language

Percent of children who demonstratebasic mathematical concepts

Faa Percent of children who demonstrateskills in listening and attending

Teacher survey or interview

Standardized assessment test data from statedepartments of education



Standardized assessment test data from statedepartments of education



Standardized assessment test data from state depart-ments of education



Standardized assessment test data from state depart-ments of education


*See Appendix for 0 fill listing of published instruments thatmay be helpful in collecting pertinent data for this indicator.

23 27


Academic an t onal Literacy

Demonstrates competence in pre-academicand academic skills, continued

as Percent of children who are motivated Teacher survey or interviewand actively involved in learning tasks


tFr. Percent of children who demonstrate Teacher survey or interviewknowledge of personal information (forexample, name, address, phonenumber)

ca, Percent of children who participate inand enjoy the arts



Family survey or interview

Parent/guardian or teacher ratings using scales or

24

checklists*

*See Appendix for a fall listing of published instruments thatMay be helpful in collecting pertinent data fin- this indicator.

AGE 6 NCEO

= OUTCOME

= INDICATOR

Academic and Iona! Literacy

444 Demonstrates competence in usingtechnology


;Na Percent of children who are able to use Classroom records of student participation in specific.T' technology (for example, tape instructional units on technology (for example, using

recorders, computers) computers)

1'T,, Informal parent/guardian or teacher observations!.!


2925


= OUTCOME = POSSIBLE SOURCES

DOMAIN. OF INFORMATION

= INDICATORPersonal and *al Adjustment

Gib

Gl Copes effectively with personal challenges,frustrations, and stressors

Percent of children who dealappropriately with frustration andunfavorable events

Percent of children who expressfeelings and needs in sociallyacceptable ways

Gic Percent of children whose behaviorreflects an appropriate degree ofself-control and responsibility

26








30

AGE6 NCEO

= OUTCOME

= INDICATORPersonal an 1 Adjustment

Has a good self image


G2a Percent of children who demonstrate or 0p. Parent/guardian or teacher survey or interviewacknowledge their self-worth

Parent/guardian or teacher ratings using scales or. Checklists*

G2b Percent of children who Parent/guardian or teacher survey or interviewperceivethemselves as capable of learning


G2c Percent of children who demonstratean appropriate range of affection andother emotions

...... Parent/guardian or teacher survey or interview

3127


*See Appendi.v for a fidl listing of published instruments thatmay be helpful in collecting pertinent data for this indicator.


= OUTCOME

= INDICATORPersonal an

_au Percent of children who recognize andrespect similarities and differencesbetween self and others

Gat Percent of children who recognizeand respond appropriately to howothers feel and think

G

al Adjustment

Respects cultural andindividual differences

28






Parent/guardian or teacher ratings using scales orchecklists*.



32

AGE 6 NCEO

= OUTCOME

= INDICATOR

Personal and I Adjustment

C4 Gets along with other people

646 Percent of children who have friendsand are part of a positive socialnetwork



--,----- Parent/guardian or teacher observations


,GAti Percent of children who inter let Parent/guardian or teacher survey or interviewappropriately with other children

e4a, Percent of children who interactappropriately (for example,cooperate) with adults

33

Parent/guardian or teacher observations

Parent/guardian or teacher ratings using scales orchecklists


Parent/guardian or teacher observations


*See Appendix .fi- a fall listing al published instruments thatmay be helpful in collecting pertinent data for this indicator.


= OUTCOME

= INDICATOR

Parent/guardian satisfaction with theeducational services that children receive

Htic Percent of parents/guardians whounderstand educational services andrate them as effective, efficient,coordinated, and responsive inmeeting child needs

Nib Percent of parents/guardians who------' understand educational services and

rate them as effective, efficient,coordinated, and responsive inmeeting family needs

44.10, Percent of parents/guardians who" are satisfied with their own level of

involvement in educational decisionmaking (differentiated by individual,local, and state)

M126.17.

MlailSOCIIraillEMMT.1.61310981

30







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AGE 6 NCEO

= OUTCOME

= INDICATOR


SatiVtion

Community satisfaction with the educationalservices that children receive

Hu, Percent of education staff who areinformed of and know how to useeducational support services and ratethem as effective, efficient,coordinated, and responsive inmeeting child needs

lab Percent of education staff who areinformed of and know how to useeducational support services and ratethem as effective, efficient, coordinated,and responsive in meeting family needs

'HNC Percent of providers who are satisfiedwith their own level of involvement withservice-related decision making anddelivery of services

Percent of community (policymakers,members of the business community,general public) who understandeducational services and rate them aseffective, efficient, coordinated, andresponsive in meeting child needs

;to Percent of community (policymakers,-- members of the business community,

general public) who understandeducational services and rate them aseffective, efficient, coordinated, andresponsive in meeting family needs

alga{121.10BRI 1111114.111

19.1114011.11111

3531


Observation of education staff during interdisciplinaryteam activities




Community member survey or interview

Policymaker survey or interview

Community member survey or interview

Policymaker survey or interview

*See Appendix for a fill listing of published instruments thatmay be helpful in collecting pertinent data for this indicator.


= OUTCOME

= INDICATOR

/ DOMAIN

Sati*frtion

)4: Child satisfaction wth educationalexperience


14,34 Percent of children who enjoy their Parent/guardian observations or reports' participation in educational settings

31

Teacher observations or reports


36

AGE 6 NCEO

Vanderwood, M. L., & Ysseldyke, J.E. (1993) Consensus Building: AProcess for Selecting EducationalOutcomes and Indicators.Minneapolis: University ofMinnesota. National Center onEducational Outcomes.

Ysseldyke. J. E.. & Thurlow, M. L.( I 993a). Developing a Model ofEducational Outcomes. Minneapolis:University of Minnesota. NationalCenter on Educational Outcomes.

Ysseldyke, J. E.. & Thurlow. M. L.( 1993b). Self-Study Guide to theDevelopment of EducationalOutcomes and Indicators.Minneapolis: University ofMinnesota, National Center onEducational Outcomes.

Ysseldyke, J. E., Thurlow, M. L., &Erickson, R. N. (1994a). EducationalOutcomes and Indicators for Grade4. Minneapolis: University ofMinnesota. National Center onEducational Outcomes.

Ysseldyke, J. E., Thurlow, M. L.. &Erickson, R. N. (1994b). EducationalOutcomes and Indicators for Grade8. Minneapolis: University ofMinnesota, National Center onEducational Outcomes.

Ysseldyke, J. E., Thurlow, M. L.. &Erickson. R. N. (1994c). PossibleSources of Data for Early Childhood(Age 3) Indicators. Minneapolis:University of Minnesota, NationalCenter on Educational Outcomes.

Ysseldyke, J. E., Thurlow, M. L., &Erickson. R. N. ( I994d). PossibleSources of Data for Post-SchoolLevel Indicators. Minneapolis:University of Minnesota, NationalCenter on Educational Outcomes.

Ysseldyke, J. E.. Thurlow. M. L.. &Erickson. R. N. (1994e). PossibleSources of Data for SchoolCompletion Indicators. Minneapolis:University of Minnesota. NationalCenter on Educational Outcomes.

Yssel4ke, J. E.. Thurlow. M. L.. &Gilman, C. J. (1993a). EducationalOutcomes and Indicators for EarlyChildhood (Age 3). Minneapolis:University of Minnesota, NationalCenter on Educational Outcomes.

Ysseldyke, J. E.. Thurlow, M. L.. &Gilman, C. J. (1993b). EducationalOutcomes and Indicators for EarlyChildhood (Age 6). Minneapolis:University of Minnesota, NationalCenter on Educational Outcomes.

Ysseldyke, J. E., Thurlow, M. L.. &Gilman, C. J. (1993c). EducationalOutcomes and Indicators forIndividuals at the Post-School Level.Minneapolis: University ofMinnesota, National Center onEducational Outcomes.

Ysseldyke, J. E.. Thurlow, M. L.. &Gilman, C. J. (1993d). EducationalOutcomes and Indicators forStudents Completing School.Minneapolis: University ofMinnesota. National Center onEducational Outcomes.

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AGE 6 NCEO

Appendix

Some of the individuals whosuggested possible sources of dataalso cited assessments that might behelpful in collecting information onthe indicators. To help you findavailable instruments, this appendixlists a variety of published materialsthat might be used for some of theindicators. Publication informationfor each assessment begins onpage 41.

.4

452,,C, VOW..

Please review these materials care-fully to determine their usefulnessin gathering data. Inclusion of anyparticular assessment within thisappendix does not imply itsendorsement by the National Centeron Educational Outcomes or itsfunding agency.

38

35


(di) = OUTCOME

r;EA.= INDICATOR

Presence

Instruments for Assessment z,

INSTRUMENTAPPLIES TO THISINDICATOR

rticipation

ZoL

Social Skills Rating System

\/r3

POW

Familylimatement/Accommoda .1111. d Adaptation

Instruments for Assessment Za-\,., A /4:\

Family Resource Scale

Home Observation for theMeasurement of theEnvironment Scale

Instruments for Assessment

a

41,

Pins eaith

,4)

National Health InterviewSurvey of Child Health

The Primary Program

Vineland AdaptiveBehavior Scales

36

39

AGE 6 NCEO

= OUTCOME

= INDICATOR

Responsibilit independence


Inventory for Clientand Agency Planning

= INSTRUMENTAPPLIES TO THISINDICATOR

The Primary Program

Scales ofIndependent Behavior

Vineland AdaptiveBehavior Scales 111

III

Contributio Citizenship


if

Child's Observation Record

Scales of IndependentBehavior

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Child's Observation Record

The DevelopmentalResource

Early Screening Inventory

Help for Special PreschoolersAssessment Checklist:Ages 3-6

Inventory for Client andAgency Planning

Learning AccomplishmentProfile - Diagnostic Edition

Preschool Language Scales

The Primary Program


Vineland Adaptive BehaviorScales

Work Sam' iing System

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Personal and S *al Adjustment

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BRIGANCE DiagnosticInventory of EarlyDevelopment

Carolina Curricula:Preschoolers withSpecial Needs

Child's ObservationRecord

The Developmental Resource

Help for Special PreschoolersAssessment Checklist

Learning AccomplishmentProfile - Diagnostic Edition

The Pictorial Scale ofPerceived Competence andSocial Acceptance for YoungChildren

The Primary Program


Social Attributes Checklist

Social Skills Rating System a


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Battelle Developmental InventoryScreening TestYear: 1984Publisher: DLM Teaching Resources(now owned by Riverside Publishing)

Beginning MilestonesYear: 1984Publisher: DLM Teaching Resources

BRIGANCE Diagnostic Inventory ofEarly DevelopmentYear: 1978Publisher: Curriculum Associates

Carolina Curricula: Preschoolerswith Special NeedsYear: 1990Publisher: Paul Brookes

Child's Observation Record (COR)Year: 1992Publisher: High/Scope EducationalResearch Foundation

The Developmental ResourceYear: 1979Publisher: Grune & Stratton

Early Screening InventoryYear: 1987Publisher: Teachers College Press

Family Resource ScaleYear: 1985Publisher: Western Carolina Center

Help for Special PreschoolersAssessment Checklist: Ages 3-6Year: 1987Publisher: VORT Corporation

Home Observation for theMeasurement of the Environment(HOME) ScaleYear: 1984Publisher: University of ArkansasPress

Inventory for Client and AgencyPlanning (ICAP)Year: 1986Publisher: DLM Teaching Resources

Learning Accomplishment Profile -Diagnostic EditionYear: 1983Publisher: Kaplan Press

National Health Interview Survey ofChild Health (NHISCH)Year: 1980Publisher: Rand Corporation

The Pictorial Scale of PerceivedCompetence and Social Acceptancefor Young ChildrenYear: 1983Publisher: University of Denver

Preschool Language ScalesYear: 1992Available From: Susan Harter,University of Denver

The Primary ProgramYear: 1993Publisher: University of Nebraska

Rating Individual Participation inTeamsYear: 1981Available From: D.B. Bailey,University of North Carolina-ChapelHill

Scales of Independent Behavior(SIB)Year: 1985Publisher: DLM Teaching Resources

Social Attributes ChecklistYear: 1992Publisher: ERIC Digest,Clearinghouse on Elementary andEarly Childhood Education

4441

Social Skills Rating SystemYear: 1990Publisher: American GuidanceService

Vineland Adaptive Behavior ScalesYear: 1984Publisher: American GuidanceService

Work Sampling SystemYear: 1992See: Meisels, S.J. The WorkSampling System: An overview AnnArbor: University of Michigan

NCEO works In collaboration withSt. Cloud State University and

National Association of State Directors of Special Education

® Printed on recycled paper with 10% post-consumer waste

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