Why Collect Outcome Data? Early Childhood Outcomes Center

Goal of Early Intervention/Early Childhood 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.” From Family and Child Outcomes for Early Intervention and Early Childhood Special Education, Early Childhood Outcomes Center (April 2005). Available at: 2 Early Childhood Outcomes Center

Public Policy Context Age of accountability Accountability increasingly means looking at results, not just process Office of Special Education Programs (OSEP) is under increasing pressure to produce outcome data on children participating in early intervention and early childhood special education programs Early Childhood Outcomes Center3

PART Review Findings for Part C and Part B Preschool Results not demonstrated Part C “While the program has met its goal relating to the number of children served, it has not collected information on how well the program is doing to improve the educational and developmental outcomes of infants and toddlers served.” Part B Preschool “The Department has no performance information on preschool children with disabilities served by this program.” 4Early Childhood Outcomes Center

OSEP’s Response Required states to submit outcome data in their Annual Performance Report (APR) Funded the Early Childhood Outcomes Center to do research, make recommendations, and assist states 5 Early Childhood Outcomes Center

Where the outcomes came from Convened stakeholders to identify child and family outcome areas and develop outcome statements Received input from state Part C and 619 Coordinators, researchers, families, administrators, and the general public 6 Early Childhood Outcomes Center

Child Outcomes to be Measured, As Required by OSEP Positive social-emotional skills (including social relationships) Acquisition and use of knowledge and skills (including early language/ communication and early literacy) Use of appropriate behaviors to meet their needs 7 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 8

Why Collect Outcome Data? Federal government is the driving force behind the move to collect outcome data However, providing data for the federal government is not the only reason to collect outcome data 9 Early Childhood Outcomes Center

Why Collect Outcome Data? Data on outcomes are important for state and local purposes. –To document program effectiveness Increase in funding? –To improve programs Identify strengths and weaknesses Allocate support resources, such as technical assistance And, ultimately to better serve children and families 10 Early Childhood Outcomes Center

For more information: visit us online contact us: Early Childhood Outcomes Center11