1. Building State Systems to Produce Quality Data on Child Outcomes
Jim J. Lesko
Director, Early Development and Learning Resources
Delaware Department of Education

2. Delaware State Perspective
Sixteen LEAs
2,300 children enrolled – average
Observation/Performance Based Measures
Prior Approved Measures
Educators Complete Assessment – Teachers, Speech/Language Pathologists, Psychologists
Accept assessments completed by community providers/practitioners

3. Delaware State Perspective
Use Child Outcome Summary Format as Mechanism for Aggregation of Data
Annual Reporting on Outcomes to USDOE on Exiting Children Only

4. Early Childhood Outcomes
Initial year of the outcomes 2006
Provided training on assessment measures
Training to each LEA – teachers and administrators
Locals report scores to state
Two data points annually – typically fall & spring
Multiple Sources of information required
Two Sources are consistent statewide for funded programs
State does conversion of COSF scores to progress categories

5. Outcome 3 Children use appropriate behaviors to meet their needs
Toddler 2 may… months Initiate action to make things happen
Use simple strategies to meet their own wants and needs
Use utensils to feed self
Begin to dress self
Preschool Child may… months
Make independent choices
Begin to develop a plan for play
Develop increasing independence in a range of activities, routines, and tasks
Use positive behavior to solve problems
Begin to show awareness and independence in hygiene, nutrition and personal care
Build awareness and ability to follow basic health and safety rules

6. Carolina Curriculum Crosswalk With OSEP Child Outcomes

8. 5. Attention and Memory: Visual/Spatial
COGNITION
Delaware Early Learning Foundations
5. Attention and Memory: Visual/Spatial
a. Points to hand that is hiding a toy (both when toy remains in
IT Uncover a toy that has been hidden.
hand and when toy is transferred to the other hand, out of sight)
b. Recognizes the covers of several books and labels them
c. Recognizes familiar signs
Show increasing awareness of print, familiar signs, and labels
d. Identifies (points to) object or picture shown briefly and shown
IT Show increased short and long term memory and increased attention
again in an array of three .
e. Identifies (points to) object or picture shown briefly and shown
again in an array of four
f. Tells the name of an object or picture shown briefly to a group
of two and then hidden
g. Remembers incidental information
h. Names one of several (4 or more) objects or pictures shown (or
objects felt), named and then hidden
i. After observing three objects being placed under separate covers,
identifies the cover under which a matching object is hidden
j. Remembers and names which one of three objects has been
hidden

11. Social Emotional
Description
Totals
Percentage A
Percent of preschool children who did not improve functioning 11
2.8% B
Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers 22
5.7% C
Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it
121
31.3% D
Percent of preschool children who improved functioning to reach a level comparable to same-aged peers
193
49.9% E
Percent of preschool children who maintained functioning at a level comparable to same-aged peers 40
10.3%
387
100%

12. Outcome C: Use of appropriate behaviors to meet their needs
Baseline Data for Preschool Children Exiting
Summary Statement Table
Summary Statements
% of children
Outcome A: Positive social-emotional skills (including social relationships)
Of those children who entered or exited the program below age expectations in Outcome A, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program
90.5%
The percent of children who were functioning within age expectations in Outcome A by the time they turned 6 years of age or exited the program
60.2%
Outcome B: Acquisition and use of knowledge and skills (including early language/communication and early literacy)
1 Of those children who entered or exited the program below age expectations in Outcome B, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program
92.9%
2. The percent of children who were functioning within age expectations in Outcome B by the time they turned 6 years of age or exited the program
54.3%
Outcome C: Use of appropriate behaviors to meet their needs
1 Of those children who entered or exited the program below age expectations in Outcome C, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program
91.8%
2. The percent of children who were functioning within age expectations in Outcome C by the time they turned 6 years of age or exited the program
64.8%

13. Quality Not a One Shot Deal Fairly High Turnover of Staff
On-Going Professional Development Requirement
Practitioners
Data Entry Individuals
SEA – LEA Data Quality Checks – Targeted Annually

14. Next Steps Delve Deeper Into The Data Analyze Data by Subgroups
Classification of Disability
Time in Intervention
Age
LEA
Compare COSF ratings of “outgoing-incoming” Part C populations
Data Coach Support to LEAs