Parent and National TA Perspectives on EC Outcomes Connie Hawkins, Region 2 PTAC Kathy Hebbeler, ECO at SRI Lynne Kahn ECO at FPG and NECTAC

What we’ll cover Brief overview to child and family outcomes requirements Highlights from the Outcomes conference held Friday and Saturday Implications for Parent Centers and states 2Early Childhood Outcomes Center

Why are state early intervention and preschool special education agencies collecting data on child and family outcomes? 3

Why? Accountability –Federal government (Office of Special Education Programs, U.S. Department of Education) requires that states submit data on outcomes –In some states, policy-makers are asking for outcome data Program Improvement –State agencies (and local programs) want to use data on outcomes to improve services for children and families 4

Federal Forces Proving Impetus for Data on Child Outcomes Government Performance and Results Act (GPRA) Program Assessment Rating Tool (PART) Individuals with Disabilities Education Act (IDEA) 5

Individuals with Disabilities Education Act 6 SEC > 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;

Family Indicators 7Early Childhood Outcomes Center

APR Requirements for Part C Percent of families participating in Part C who report that EI services have helped the family –Know their rights –Effectively communicate their children’s needs –Help their children develop and learn Early Childhood Outcomes Center

APR Requirements for Part B, Section 619 Preschool Programs Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities no specific indicator for preschool, nor the expectation for examining preschool family involvement separately from Part B Early Childhood Outcomes Center

OSEP Reporting Requirements: Child Outcomes 11Early Childhood Outcomes Center

Overarching goal for EI and ECSE “…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 Early Childhood Outcomes Center, 12Early Childhood Outcomes Center

Three Child Outcomes –Positive social emotional skills (including positive social relationships) –Acquisition and use of knowledge and skills (including early language/ communication) –Use of appropriate behaviors to meet their needs 13Early 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 14 3 outcomes x 5 “measures” = 15 numbers

The Summary Statement Concepts Summary statement 1: How many children changed growth trajectories during their time in the program? Summary statement 2: How many children were functioning like same aged peers when they left the program? 15

Highlights from the Conference Jacqueline Jones The Outcomes Measurement System Framework Integrating measuring outcomes into the IFSP/IEP process Implications of implementation science for systems change 20Early Childhood Outcomes Center