1. 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

2. 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

3. If you want to know more, see video…. Child Outcomes Step by Step
Early Childhood Outcomes Center

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

11. *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

12. *Based on 36 States with the highest quality data.

13. 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

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

15. *Based on 36 States with the highest quality data.

16. Part C: Trends over Time
Early Childhood Outcomes Center

17. Part C: Trends over Time
Early Childhood Outcomes Center

18. Part B Preschool: Trends over Time
Early Childhood Outcomes Center

19. Part B Preschool: Trends over Time
Early Childhood Outcomes Center

20. Early Childhood Outcomes Center%
Early Childhood Outcomes Center

21. 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