Presented at the OSEP National Early Childhood Conference Washington, DC, December 2008 Lynne Kahn Kathy Hebbeler Alice Ridgway Cornelia Bruckner Effective Communication about Child Outcomes Data

2 Being prepared………. When the first wave of child outcomes data becomes available, how will we talk about the data with: The media? State legislators? Families? Early intervention and 619 providers? Other key stakeholders in your state?

3 Being prepared….. Know the data and what they mean Think ahead about how to talk with the public about the data. Write out the specific messages you want to make.

4 Being prepared………. Develop a 1-2 page Fact Sheet that summarizes the findings and your messages. See public reporting as an opportunity to get out key messages that will educate policy-maker and the public about the program.

5 Be proactive in framing the message….. These are your data for your program You know the data and the program You are in the best position to share the stories in the data Don’t let others write the stories for you

6 Tips for Framing See Zero to Three’s web site for a series of papers on framing ver?pagename=ter_pub_framing OR – search on “framing”

7 Framing Frame your message to focus on new ideas and your frame Don’t lead with an old frame – it reinforces the old frame Consider: “These data give us an exciting opportunity to look at our programs…” Vs. “We all know accountability can be scary…” “We are required to collect these data…

8 Bridging Easy to let a questioner take you off message “Bridging, commonly referred to as answering a question by not answering the question, is a way to segue from a reporter’s stated question to the information you want to communicate to the audience.”

9 Rules for Bridging Rule 1: Never repeat a negative frame. Rule 2: Know how your interview will be used. Rule 3: Frame the data or “don’t fight narrative with numbers.” Rule 4: Use metaphors to bridge. Rule 5: Contextualize ---The Frameworks Institute

10 Solutions-based storytelling Your job is to help public and policymakers understand that your program is addressing an important social need. Tell the solution first, then back into the definition of the issue or problem. Don’t be Chicken Little

11 Framing the message Lead with the positive “These programs are providing critical services and supports…” “These data provide an opportunity…” “We are excited that we will be able to….

12 Emphasize that this is the beginning of a long term commitment to having good data on outcomes ….. “We are looking forward to having more and better data as time goes by.” “We are looking forward to using this information to help policy-makers and the public see the value in these programs and to improve them.”

13 Acknowledge the contribution of the local programs (cont)……… “Our programs have made incredible progress in learning how to collect and report these data in a very short time period. ……” “We continue to work with programs to….” Other statements?

14 Describe the numbers in simple ways …. Understand the data inside and out But share only the key points in simple language So what are the key points????

15 It starts with understanding the data... 2 state examples Entry data Progress data Let’s mine for the gold!

16 Where did these statements come from? State 1 27% of the children entered the program functioning at age expectations in their social relationships By exit, 45% were at age expectations.

17 Where did these statements come from? State 1 98% of the children improved their thinking and problem solving during their participation in the program. The remaining 2% of the children include children with degenerative conditions,...

18 Where did these statements come from? State 1 While 79% of the children entered the program below age expectations in their ability to successfully get their needs met, 42% were functioning at age expectations by exit from the program.

19 Where did these statements come from? State 1 The children in this report include 20% who were at age expectations 51% who were somewhat below age expectations, and 21% who were well below age expectations in their thinking, reasoning, and problem solving

20 Where did these statements come from? State 1 Of the 766 children who entered the program below age expectations in their social relationships, 58% made significant progress in closing the gap by the time they exited from the program. 33% made enough progress to move closer to age expectations and 25% completely reached age expectations.

21 Can you find the data? State 2 ? % of the children entered the program functioning at age expectations in their social relationships By exit, ? % were at age expectations.

22 Can you find the data? State 2 ? % of the children improved their thinking and problem solving during their participation in the program. The ? % of the children include children with degenerative conditions,...

23 Can you find the data? State 2 While ? % of the children entered the program below age expectations in their ability to successfully get their needs met, ? % were functioning at age expectations by exit from the program.

24 Table discussions What else can we say about the children in these 2 states from the entry and progress data?

25

26 Intensity Membership: The potential total number of hours of direct regular education and special education service provided through the IFSP/IEP plus hours of indirect Range: 1,304 hours to less than 10 hours Mean = 195 hours Attendance: Membership minus absence Range: 100% to less than 10% Mean = 89%

27 Intensity Groupings Group 1: 500 hours or more Group 2: hours Group 3: 200 – 299 hours Group 4: 100 – 199 hours Group 5: 50 – 99 hours Group 6: <50 hours

Mean Entry Rating by Intensity Group GroupSoc/EmotKnow/Skills Action/Needs 1: : : : : : <

Progress Category by Intensity Group