The National Picture on Child Outcomes for Early Intervention and Preschool Special Education Kathy Hebbeler, ECO at SRI International AUCD Meeting Washington, DC December 4, 2012

OSEP Reporting Requirements: 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 Early Childhood Outcomes Center

If you want to know more, see video…. Child Outcomes Step by Step www.the-eco-center.org Early Childhood Outcomes Center

State Approaches to Outcomes Data, 2010-11 Part C (N=56) Preschool (N=59) COS* 7 pt. scale 43/56 (77%) 36/59 (61%) One tool statewide 7/56 (13%) 9/59 (15%) Publishers’ online analysis 3/56 (5%) 6/59 (10%) Other 5/56 (9%) 8/59 (14%) Part C, one tool: four are using the Battelle Developmental Inventory (BDI)/Battelle Developmental Inventory, Second Edition (BDI-2), two are using the Assessment, Planning, and Evaluation System (AEPS), and one is using the Oregon. One state (2%) is using publishers’ online analysis and reporting systems where local programs choose from three assessments: High Scope, Creative Curriculum, or AEPSi (although they are moving toward just one assessment system, GOLD). Part B, one tool: four reported the use of the Battelle Developmental Inventory, Second Edition (BDI-2), one state named the Assessment, Evaluation, and Planning System (AEPS), one state uses the Work Sampling System (WSS), and one uses selected subtests of the Brigance Inventory of Early Development II. Two states have developed their own assessment tools. *Child Outcomes Summary Rating

Child Outcomes Summary Process Teams use multiple sources of information about the child’s functioning across setting and situations 7-point scale Each point has defined criteria 7 = functioning is age appropriate Child functioning is rated at program entry and exit Early Childhood Outcomes Center

Method for Calculating National Estimates Eliminate the states with highly suspect data from the analysis States with the highest quality data weighted by child count to represent all states Early Childhood Outcomes Center

Identifying the States with Highly Questionable Data Criteria for eliminating states: Not reporting data on enough children Odd patterns in the data Review of method reported suggested the data were of questionable quality Early Childhood Outcomes Center

Continued increase in the number of states included Number of States that Met Criteria for Inclusion in the National Analysis 08-09 09-10 10-11 Pt. C 19 29 39 Part B Preschool 15 33 36 Early Childhood Outcomes Center

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

*Based on 39 states with highest quality data The number of children reported by states ranged from 22 to 10,274. *Based on 39 states with highest quality data

*Based on 36 States with the highest quality data.

The Summary Statements 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 turned 3 [6] years of age or exited the program. (c+d)/(a+b+c+d) The percent of children who were functioning within age expectations in each outcome by the time they turned 3 [6] years of age or exited the program. (d+e)/(a+b+c+d+e) States set targets on the Summary Statements Early Childhood Outcomes Center

*Based on 39 states with highest quality data See table in handout *Based on 39 states with highest quality data

*Based on 36 States with the highest quality data.

Part C: Trends over Time Early Childhood Outcomes Center

Part C: Trends over Time Early Childhood Outcomes Center

Part B Preschool: Trends over Time Early Childhood Outcomes Center

Part B Preschool: Trends over Time Early Childhood Outcomes Center

Early Childhood Outcomes Center % Early Childhood Outcomes Center

Early Childhood Outcomes Center Conclusions The data show good outcomes for many children who attend Part C and Part B, Preschool. The data quality continues to get better. The data will be a powerful tool for program improvement when… The data are consistently good at the local level States and local programs consistently use it. Early Childhood Outcomes Center