researchers as partners with state part c and preschool special education agencies in collecting...

Researchers as Partners with Researchers as Partners with State Part C and Preschool State Part C and Preschool

Special Education Agencies in Special Education Agencies in Collecting Data on Child Collecting Data on Child

OutcomesOutcomes

Researchers as Partners with Researchers as Partners with State Part C and Preschool State Part C and Preschool

Special Education Agencies in Special Education Agencies in Collecting Data on Child Collecting Data on Child

OutcomesOutcomes

Kathy Hebbeler, ECO at SRI International

Bill Brown, University of South Carolina

Beth Rous, University of Kentucky

Conference on Research Innovations in Early Intervention San Diego, 2008

Early Childhood Outcomes CenterEarly Childhood Outcomes Center 2

What we will doWhat we will do

Describe the federal data collection requirements for child outcome (the what and the why)

Describe how states are responding Present examples of how researchers

are working with state agencies


The pretestThe pretest

1. Do you know the name of your state’s Part C or 619 coordinator?

2. Have you ever had a conversation with either of them?

3. Do you know that states are required to submit data on child outcomes to the federal government?

4. Do you know what states are required to submit?

5. Do you know the significance of February 3?


What we hope to accomplishWhat we hope to accomplish

Acquaint the research community with the states’ need for good data and meaningful analysis

Identify possible roles for researchers in helping states build their capacity to collect and use data to develop better programs for children and families

The What and Why of What The What and Why of What is Happening in State is Happening in State

Agencies Related to Child Agencies Related to Child OutcomesOutcomes

Kathy HebbelerKathy HebbelerEarly Childhood Outcomes CenterEarly Childhood Outcomes Center

at SRI Internationalat SRI International


Federal Reporting Requirements


States are required by IDEA to:States are required by IDEA to: Submit an State Performance Plan (SPP)

Applies for 6 years Includes a variety of indicators (measures

related to compliance and performance) Indicators differ for Part C and 619 Preschool Must be posted on state’s web site

Submit an Annual Performance Report Contains data on performance toward SPP

targets


Required data:Required data:

One indicator addresses child outcomes #3 for Part C #7 for Part B preschool

Can access state requirements at:

http://www.rrfcnetwork.org/content/view/248/358/


Child Outcomes Child Outcomes

Positive social emotional skills (including positive social relationships)

Acquisition and use of knowledge and skills (including early language/ communication [and early literacy])

Use of appropriate behaviors to meet their needs


OSEP Reporting CategoriesOSEP 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


Reporting ScheduleReporting Schedule

Reported February 2007 Entry information: Age

expected? Yes, No One time requirement Reported for children

entering between July 1, 2005, and June 30, 2006

Due February 3, 2008 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

Repeat with next year’s data in 2009, etc.


AlsoAlso

States are required to: Make public data reported to OSEP Analyze state data by program (i.e.,

compute a through e for each program) Make the data public by program


Why are states required to submit data on child

outcomes?


Driving Force for Data on Child Outcomes Driving Force for Data on Child Outcomes Comes from the Federal LevelComes from the Federal Level

Government Performance and Results Government Performance and Results

Act (GPRA)Act (GPRA)

Program Assessment Rating Tool (PART)Program Assessment Rating Tool (PART)

Individuals with Disabilities Education Individuals with Disabilities Education

Act (IDEA)Act (IDEA)


Requires goals and indicators be

established for IDEA Indicators and data collection further

along for outcomes for school age

population progressed faster than for

EC Previously, for early childhood data

had been collected on:

• Number of children served (Part C)

• Settings (both Part C and 619)

Government Performance and Results Government Performance and Results Act (GPRA) passed in 1993Act (GPRA) passed in 1993


130 programs examined in 2002; 50%

programs had no performance data

Programs looking at inputs, not results

Part C and Section 619 findings:

No long-term child outcome goals or data

Need to develop a strategy to collect

annual performance data in a timely

manner

OSEP: PART evaluation results (2002)OSEP: PART evaluation results (2002)


Federal Funding in Millions Federal Funding in Millions for EI and ECSEfor EI and ECSE

Early InterventionEarly Childhood

Special Education

2004 $444 $387

2005 $441 $385

2006 $437 $381

2007 $437 $381

2008 (est) $436 $374


President’s Commission on Excellence in President’s Commission on Excellence in Special Education (2002)Special Education (2002)

Major Recommendation 1: Focus on Major Recommendation 1: Focus on results – not processresults – not process

“IDEA will only fulfill its intended purpose if it raises expectations for students and becomes result-oriented—not driven by process, litigation, regulation and confrontation. In short, the system must be judged by the opportunities it provides and the outcomes achieved for each child.”


SEC. 616. <<NOTE: 20 USC 1416.>> MONITORING, TECHNICAL ASSISTANCE, AND ENFORCEMENT. ``(a) Federal and State Monitoring.-…..…..``(2) Focused monitoring.--The primary focus of Federal and State monitoring activities described in paragraph (1) shall be on-- ``(A) improving educational results and functional outcomes for all children with disabilities;

Individuals with Disabilities Education ActIndividuals with Disabilities Education Act


Where are the states:

State decisions and activities


To respond to federal

reporting requirements

To meet provider/teacher, local and/or state need for outcome

information and

to respond to federal reporting

requirements

Purpose

Why does a state want data on child outcomes?


State Vision: Using Data as a Tool State Vision: Using Data as a Tool for Program Improvementfor Program Improvement

Have quality data available on an ongoing basis about multiple components of the system Outcomes for children and families Services provided Personnel (types, qualifications, etc.) Etc.


State approaches State approaches Most states have embraced outcomes

measurement and are collecting outcomes data for their own purposes.

Many states are building bigger systems than needed to produce the federal data.

Go to www.the-eco-center.org for more information about what other states are doing


How are states collecting child How are states collecting child outcomes data? outcomes data?

Possible state approaches to collection of child data Child Outcomes Summary Form (COSF) Publisher’s online assessment system Single assessment statewide Other approaches


State approaches to measurement State approaches to measurement for Part C child outcomesfor Part C child outcomes

40 states using the ECO Child Outcomes 40 states using the ECO Child Outcomes Summary Form (COSF)Summary Form (COSF)

8 states using 1 assessment tool 8 states using 1 assessment tool statewidestatewide

3 states using on-line assessment 3 states using on-line assessment systems with the capacity to report OSEP systems with the capacity to report OSEP data reportsdata reports

5 states using other unique approaches5 states using other unique approaches


State approaches to measurement State approaches to measurement for preschool (Section 619) child for preschool (Section 619) child outcomesoutcomes

34 states using the ECO Child Outcome 34 states using the ECO Child Outcome Summary FormSummary Form

11 states using 1 assessment tool statewide11 states using 1 assessment tool statewide 5 states using on-line assessment systems 5 states using on-line assessment systems

with the capacity to report OSEP data with the capacity to report OSEP data reportsreports

7 states using other unique approaches7 states using other unique approaches


Where do states go from here?


Future activity for child outcomes data Future activity for child outcomes data collectioncollection

States (and federal government) need good data on child outcomes

States cannot use the data to improve services until confident that data are valid

Right now, states need to improve data collection process


State Capacity IssueState Capacity Issue Need to examine data for

validity Need to analyze and interpret

data for program improvement

Many states do not have capacity to analyze, interpret, and use data

Is there a role for EI and ECSE researchers?

researchers as partners with state part c and preschool special education agencies in collecting...

Documents