State PreK Contacts Meeting February 3, 2015

Total matched records after duplicates resolved 11,395 Level 1 Exclusions Datapoint not permissable011,395 Out of range scores011,395 Do not have valid assessments in all 3 required domains40110,994 Less than 3 months between entry and exit assessment2210,972 Entry assessment completed at 30 months or less5510,917 Exit assessment completed at less than 39 months010,917 Total exclusions478 Total records included in final FY13-14 data set 10,917

 71% male  Average of 19.3 months between entry and exit  Entry assessment was conducted at a range of ages but primarily around 36 months

Outcome A BDI-2 Personal-social Domain Outcome B BDI-2 Communication Domain Outcome C BDI-2 Adaptive Domain OSEP Categories n%n%n% a. Percent of preschool children who did not improve functioning b. Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same- aged peers 1, , , c. Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach d. Percent of preschool children who improved functioning to reach a level comparable to same-aged peers 2, , , e. Percent of preschool children who maintained functioning at a level comparable to same-aged peers 6, , , Total N=10,917100%N=10,917100%N=10,917100%

Outcome A Personal-social Outcome B Communication Outcome C Adaptive N SS#1 % SS#2 % SS#1 % SS#2 % SS#1 % SS#2 % FY ,

Longitudinal Trends

Outcome A Personal-social Outcome B Communication Outcome C Adaptive N SS#1 % SS#2 % SS#1 % SS#2 % SS#1 % SS#2 % , , , , ,

Variability Across Districts

Targets

Outcome A BDI-2 Personal-social Domain Outcome B BDI-2 Communication Domain Outcome C BDI-2 Adaptive Domain SS#1SS#2SS#1SS#2SS#1SS#2 Data (2,875/4,479) 64.2% (8,842/10,917) 81.0% (4,417/6,967) 63.4% (7,406/10,917) 67.8% (2,403/4,475) 53.7% (8,482/10,917) 77.7% Target 63.6%82.4%63.9%68.9%55.4%79.5% Target Met? YesNo

 Bjorn Lomborg, interviewed recently on the Freakonomics podcast hosted by Stephen Dubner, discussed how he and his group of economists and other social scientists helped the U.N. develop targets for the second set of Millenium Goals.  They started with169 proposed targets within more than a dozen major categories such as poverty, famine, climate change, and sustainable industrialization. Too many goals!

 So Lomborg and his group rated each goal based on three criteria: cost, reality of achievement, and impact.  Only a dozen goals were given top rating by Lomborg’s group. They were goals that people already had solutions for; that could be widely implemented at fairly low cost; and that could be expected to have a very significant impact.

 Applying Lomborg’s reasoning to improving outcomes for preschool children with disabilities, some questions we might ask ourselves could be:  What do we already know about improving children’s social relationships, acquisition and use of knowledge and skills, and use of appropriate behaviors to meet their needs?  What can we do within current resources?  What changes in current practice will have the greatest impact on children?