Document

Report
UNDERSTANDING THE
THREE CHILD OUTCOMES
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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Goal of Early Intervention &
Preschool Special Education
“…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.”
Family and Child Outcomes for Early Intervention and Early Childhood Special Education, Early Childhood Outcomes Center. (April 2005). Available
at: http://www.fpg.unc.edu/~eco/assets/pdfs/eco_outcomes_4-13-05.pdf
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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Public Policy Context
•
Age of accountability
•
Accountability means both compliance and results
•
U. S. Office of Special Education Programs (OSEP) funded the Early
Childhood Outcomes Center to develop measures to show effectiveness of
early intervention and preschool special education programs
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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Child Outcomes Measurement, As Required by the
Office of Special Education Programs (OSEP)
1.
Children have positive social-emotional skills (including social relationships)
2.
Children acquire and use knowledge and skills (including early
language/communication and early literacy)
3.
Children use appropriate behaviors to meet their needs
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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OSEP Reporting Categories for Each Outcome
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
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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OSEP Summary Statements
•
Summary Statement 1:
Of those children who entered the program below age expectations in each
Outcome, the percent who substantially increased their rate of growth by the
time they exited the program
•
Summary Statement 2:
The percent of children who were functioning within age expectations in each
Outcome by the time they exited the program
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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Big Picture: Outcomes, Progress, and Summary
A. Positive social-emotional skills
(including social relationships)
(a)
Percent of
preschool children
who did not improve
functioning
(% children above / # of
preschool children with
IEPs assessed) x 100
B. Acquisition and use of knowledge and
skills (including early language
/communication and early literacy)
(b)
Percent of
preschool children
who improved
functioning but not
sufficient to move
nearer to
functioning
comparable to
same-aged peers
(c)
Percent of
preschool children
who improved
functioning to a
level nearer to
same-aged peers
but did not reach it
(d)
Percent of
preschool children
who improved
functioning to
reach a level
comparable to
same-aged peers
(% children above/ # of
preschool children with
IEPs assessed) x 100
(% children above / # of
preschool children with
IEPs assessed) x 100
(% children above / # of
preschool children with
IEPs assessed) x 100
C. Use of appropriate behavior to
meet needs
(e)
Percent of
preschool children
who maintained
functioning at a
level comparable to
same-aged peers
(% children above / # of
preschool children with
IEPs assessed) x 100
Summary Statement 1
Of those children who entered the preschool program below age
expectations in each Outcome, the percent who substantially
increased their rate of growth by the time they entered
kindergarten or exited the program.
Summary Statement 2
The percent pf preschool children who were functioning within
age expectations in each Outcome by the time they entered
kindergarten or exited the program.
% = # of children reported in (c) plus # of children reported in (d) / [# of children
reported in (a) plus # of children reported in (b) plus # of children reported in
(c) plus # children reported in (d)] x 100
% = # of children reported in (d) plus # of children reported in (e) / [the total #
of children reported in (a) + (b) + (c) + (d)+ (e)] x 100
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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Why Collect Child Outcomes Data?
In gathering child outcomes data, programs are able to
•
Inform stakeholders, including families, about the
effectiveness of the program
•
Identify program strengths and weakness for improving
program services and delivery
•
Provide information for policymakers to justify future funding
of programs
•
Meet the Office of Special Education Program (OSEP)
reporting requirements
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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The Three Child Outcomes
1.
Children have positive social-emotional skills (including social relationships)
2.
Children acquire and use of knowledge and skills (including early
language/communication and early literacy)
3.
Children use appropriate behaviors to meet their needs
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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Child Outcomes Are Functional
Functional outcomes refer to
•
Things that are meaningful to the child in the context of everyday living
•
An integrated series of behaviors or skills that allow the child to achieve the
important everyday goals
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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Outcomes Reflect Global Functioning
•
Each outcome is a snapshot of:
•
•
•
•
The whole child
Status of the child’s current functioning
Functioning across settings and situations
Rather than:
•
•
•
Skill by skill
In one standardized way
Split by domains
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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Outcome 1:
Children Have Positive Social Relationships
•
This outcome involves:
•
•
•
•
Relating with adults
Relating with other children
For older children, following rules related to groups or interacting with others
Includes areas like:
•
•
•
•
Attachment/separation/autonomy
Expressing emotions and feelings
Learning rules and expectations
Social interactions and play
Early Childhood Outcomes Center (2009, November). The child outcomes. Available from
http://ectacenter.org/eco/assets/pdfs/Child_Outcomes_handout.pdf
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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Outcome 2:
Children Acquire and Use Knowledge and Skills
•
This outcome involves:
•
•
•
•
•
•
Thinking and reasoning
Remembering
Problem solving
Using symbols and language
Understanding physical and social worlds
This outcome includes:
•
•
•
•
•
Early concepts—symbols, pictures, numbers, classification, spatial relationships
Imitation
Object permanence
Expressive language and communication
Early literacy
Early Childhood Outcomes Center (2009, November). The child outcomes. Available from
http://ectacenter.org/eco/assets/pdfs/Child_Outcomes_handout.pdf
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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Outcome 3:
Children Take Appropriate Action to Meet Needs
•
This outcome involves:
•
•
•
•
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Taking care of basic needs
Getting from place to place
Using tools (e.g., fork, toothbrush, crayon)
In older children, contributing to their own health and safety
This outcome includes:
•
•
•
Integrating motor skills to complete tasks
Self-help skills (e.g., dressing, feeding, grooming, toileting, household responsibility)
Acting on the world to get what one wants
Early Childhood Outcomes Center (2009, November). The child outcomes. Available from
http://ectacenter.org/eco/assets/pdfs/Child_Outcomes_handout.pdf
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Maryland State Department of Education - Division of Special Education/Early Intervention Services
Child Outcomes Make a Difference
•
Early intervention and preschool special education strives to achieve all three of
the outcomes for all children receiving services
•
Gathering child outcomes data is an important part of the process to show areas
for program improvement that can help participants
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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Questions?
Nancy Vorobey
Section Chief, Prevention Initiatives and Early Childhood
410-767-0234
[email protected]
Pam Miller
Quality Assurance Specialist
410-767-1019
[email protected]
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