1. Missouri Department of Elementary and Secondary Education
Early Childhood Outcomes (ECO) & Using The Desired Results Developmental Profile 2010 (DRDP-PS 2010) Special Education Administrator's Conference 2014
Missouri Department of Elementary and Secondary Education
September 22-23, 2014

2. Your presenters… Ginger Henry, Director Mary Corey, Director
Effective Practices, Office of Special Education
Mary Corey, Director
Special Education Data, Office of Data System Management
Jennifer Hollman, Supervisor
Pam Williams, Coordinator
Special Education Services, Office of Special Education

3. Outcomes for this Session
Participants will be provided
Basic information on Early Childhood Outcomes (ECO), including why, how and when data is collected and reported.
Information on using Desired Results Developmental Profile 2010 (DRDP-PS 2010) for ECO.
Resources where additional information on ECO and DRDP-PS (2010) can be found.
Read Slide

4. What is ECO and Why We Measure It

5. What ECO is. . .
A process of using a variety of information in order to:
Identify the child’s abilities upon entrance into Early Childhood Special Education (ECSE),
Determine the child’s progress throughout the program,
Identify the child’s abilities upon exiting ECSE,
In three areas:
Positive social-emotional skills
Acquisition and use of knowledge and skills
Use of appropriate behaviors to meet their needs
Positive Social-Emotional Skills
This means a child is able to:
 Behave in a way that allows him/her to participate in a variety of settings and situations (playground, dinner, grocery store, child care, etc)
 Build and maintain relationships with other children and adults
 Understand and follow rules
 Communicate his/her wants and needs effectively
Acquisition and Use of Knowledge & Skills
 Explore his/her environment
 Show curiosity and an eagerness for learning
Explore and play with people and objects (toys, books, other materials, etc)
 Learn new skills and use these skills in play (completing a puzzle, building a fort, etc)
 Show imagination and creativity in play
Use of Appropriate Behaviors to Meet Needs
 Seek help when necessary to move from place to place to participate in everyday activities and play
 Meet self-care needs (feeding, dressing, toileting)
 Use objects (spoons, sticks, pencils, crayons, clay, switches, etc) as tools in appropriate ways
 Use gestures, sounds, words, signs or other means to communicate wants and needs
 Follow rules related to health and safety (crossing streets, washing hands)

6. The Ultimate or Overarching Goal is:
To enable young children with disabilities 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, preschool or school programs, and in their community.
Read slide

7. Why do you need to measure Child Outcomes?
Inform Program Planning and Development
Data‐based planning can improve services and outcomes for young children
Communicate with Families about Child’s Progress
Early childhood outcome results can be used to inform parents and other stakeholders
Report Program Information
Age of Accountability (NCLB, OSEP SPP)
Accurate and reliable child outcomes data can be useful to teachers to inform them whether their students are making progress steadily and across multiple domains. The data also allows programs to perceive where the children as a group might need interventions or additional services. It also answers the following questions: what parts of your program are strong and what other parts of your program might need addressing.
With valid and reliable data, teachers and related service personnel can feel confident during IEP meetings and parent conferences that they have the whole child’s progress in mind, not only what is targeted in the IEP. Parents can become strong partners in increasing child outcomes when they are encouraged to be a part of the process of identifying outcomes.
Administrators and teachers can use child outcomes data to validate, support and defend interventions and program changes to parents and other stakeholders.
Child outcomes are especially important now that No Child Left Behind has tied funding to outcomes. The Office of Special Education wants educators to go beyond focusing on compliance only but instead to focus on increasing child outcomes in order to close the gap between children with disabilities and their typical peers.

8. What Does DESE Do with ECO?
Indicator 7 of the Missouri Special Education State Performance Plan (SPP) requires us to report the percent of preschool children aged 3 through 5 with IEPs who demonstrate improved:
A. Positive social-emotional skills (including social relationships);
B. Acquisition and use of knowledge and skills (including early language/communication and early literacy); and
C. Use of appropriate behaviors to meet their needs. (20 U.S.C (a)(3)(A))
Early Childhood Outcomes is a big part of the State Performance Plan.
Indicator 7 of the SPP requires us to report improved outcomes in the following three areas:
Social emotional skills, Acquisition of knowledge, Appropriate behaviors.
The purpose of looking at these three areas together is that it gives educators a better idea of how the children to which you are providing services are learning compared to their peers. As you know, a child’s development is complex and interwoven throughout the domains. It is important to look at the whole child and how he/she is developing and not only isolating the manifestation of their disability and how that is affecting their learning.

9. State Systemic Improvement Plan (SSIP)
Indicator 17 of State Performance Plan requires states to develop an improvement plan to ensure positive outcomes for children & youth with disabilities
Requires states to have a State Identified Measureable Result (SIMR)—for Missouri it is ELA and Math achievement grades K-12
Positive outcomes begin at the earliest of ages. To show progress in school, we must focus on positive, measureable outcomes for preschool children
Another reason ECO is very important to the state is new indicator in our SSP. Read the slide.

10. ECO Data Process

11. How is ECO information collected?
Information collected for ECO must include:
Three sources of information, including parent input, professional observation and assessment results (informal and/or formal measures)
Functional abilities, or meaningful information about the child with an emphasis on how the child is able to integrate behaviors and skills
Information that reflects the child’s typical, everyday functioning across multiple settings
Missouri Outcomes Summary Sheet (MOSS) form is a tool to help synthesize the child outcome information to create an ECO rating.
Functional outcomes – meaningful, everyday activities, not what the child is capable of under ideal settings.

12. What happens after you collect the information?
The next step is to determine a rating for the child. This can be done using the ECO Rating Decision Tree with the MOSS or the DRDP- PS and crosswalk.
Missouri uses a 5-point scale with rating descriptions of:
1 – (does not attempt)
2 – (attempts if prompted)
3 – (some of the time)
4 – (most of the time)
5 – (all of the time/typical)
After you have collected information from the 3 sources of parent input, professional observation and assessment (informal or formal) results, and completed the MOSS, next step is to determine a rating for the child.
Rating scale is 1 to 5 with 1 being no skills yet and 5 being have skills and uses them all of the time.

13. How do I determine a rating with the Rating Tree?
Decision tree…. Based on national model from the ECO Center.

14. What Happens After the Rating is Complete?
DESE synthesizes the data to calculate summary statements which are compared to state targets in the State Performance Plan (SPP).
Statement 1: Children entered program below age expectation, substantially increased rate of growth by the time they exited program.
Statement 2: Children functioning within age expectation by the time they exited program.
State-level data are reported in the Part B Annual Performance Report (APR)
Local-level data are reported in the Part B district profiles
ECO data is collected to determine if we are meeting our goals on the Part B State Performance Plan Indicator 7.
More information concerning ECO can be found in the ECO webinar on DESE website.

15. This is what that data looks like after we synthesize the outcomes
This is what that data looks like after we synthesize the outcomes. The blue line indicates targets the state has set. The red bars are how we are performing as a state year to year.

16. This slide shows how Missouri’s outcomes versus nationally averaged outcomes. This slide shows Statement 1: are children with disabilities making progress. Missouri is the light lavender purple. The national average is the dark magenta purple.

17. This slide shows Statement 2: is the gap between children with disabilities and their peers closing.

18. Here is a trend line for Outcome 1 (positive social emotional skills) Statement 1 (making progress) of Missouri’s ECSE students. As you can see we are 1 SD higher than the national average.

19. Here is a trend line for Outcome 2 (acquisition of skills and knowledge) Statement 1 (Making progress) of Missouri’s ECSE students. As you can see we are 1 SD higher than the national average.

20. Here is a trend line for Outcome 3 (appropriate behaviors) Statement 1 (making progress) of Missouri’s ECSE students. As you can see we are 1 SD higher than the national average.

21. Here is a trend line for Outcome 1 (positive social emotional skills) Statement 2 (closing the gap) of Missouri’s ECSE students. As you can see we are slightly lower than the national average.

22. Here is a trend line for Outcome 2 (acquisition of skills and knowledge) Statement 2 (closing the gap) of Missouri’s ECSE students. As you can see we are 1 SD lower than the national average.

23. Here is a trend line for Outcome 3 (appropriate behaviors) Statement 2 (closing the gap) of Missouri’s ECSE students. As you can see we are 1 slightly lower than the national average.

24. New Changes to ECO Collection

25. When is ECO collected? Previously:
All children ages 3-prek5 with an IEP (with the potential to be in a program at least 6 months) receive ECO ratings.
Previously:
ENTRY FOR ECSE
ECSE collects information once child is determined eligible. The date of the ECSE entry is the initial IEP date or within 30 days from start of IEP services.
EXIT FOR ECSE
ECSE collects information to rate the child for ECSE exit. The date of ECSE exit rating is within 30 days before the child leaves ECSE.
What hasn’t changed:
All children with an IEP who are in your programs for at least 6 months need an ECO rating.
All children with an entry rating need an exit rating as well.
This slide shows what used to be the policy for when you record the entry and exit data. .

26. When is ECO collected? New Guidance: (Aligned with DRDP-PS 2010)
FOR ENTRY
The first collection for children enrolled at the beginning of the program year shall be completed by the end of October.
For children entering after the program year begins, the first collection shall be completed within 60 days of entering the program.
FOR EXIT
The last collection shall be completed by the end of the program year (not required if the first collection was administered less than 60 days prior to the end of the program year.)
The dates have changed for when data should be collected.
Note: It is helpful to collect progress information throughout the child’s participation in ECSE in order to determine necessary changes to services, but it is not required to report additional collection points.

27. DRDP-PS (2010)

28. DRDP-PS (2010)
The Desired Results Developmental Profile is designed for teachers to observe, document, and reflect on the learning, development, and progress of children, in early learning programs.
Approved by State Board of Education as state school readiness tool.

29. Using the DRDP-PS (2010) for ECO
The Desired Results Developmental Profile-Preschool (DRDP-PS 2010) is specifically designed for measuring child progress toward ECO outcomes.
DRDP-PS (2010) requires ratings of developmental levels to be completed twice a year, at the beginning and end of the program year.
DESE is encouraging districts to use the DRDP-PS (2010) to inform their ECO ratings.
A crosswalk has been developed for the DRDP-PS (2010) to use to create ECO ratings which will be available soon on the ECO webpage.
DRDP was chosen among a handful of assessments to make the ECO rating more reliable and accurate. More information on trainings and how to use DRDP for ECO will be made available soon for districts.

30. Here is a crosswalk between the 3 outcomes and the DRDP.

31. Advantages for using DRDP
The DRDP-PS (2010)…
Helps organize all of the information needed to create an ECO rating.
Addresses all three areas of child development on one assessment tool.
Approved by State Board of Education as state school readiness tool.
Will be used by other EC programs in state—MPP, Title I, Head Start, Community-based preschools.
DRDP-PS instrument is free (DRDPtech has a fee that is reimbursable for ECSE).
Read slide. Shelley’s

32. DRDPtech TM

33. DRDPtech TM
Helps the Early Child staff record and monitor children’s progress over time.
Staff is able to enter observational notes as well as rating information.
This allows assessment information to be entered at one time, or added over the course of days and weeks.
Easily viewable results for individual children and groups of children by classroom, site and LEA.
DRDPtech compiles data in one place and helps to inform development of curriculum for both individual children and/or groups of children.
Longitudinal information can be maintained for a child as she/he progresses on the developmental continuum and over the course of years.
Supports continuous program improvement.
Teaching staff and program administration may work together and can quickly review results, create reports, compare and analyze data, identify program needs and plan next steps.

34. Key Points

35. Key Points. . .
ECO measures the progress of children in your ECSE program
ECO results are used for a variety of purposes, including OSE to use for annual SPP/APR.
It is important to use reliable assessments and data to inform your ECO ratings so they are as accurate as possible.
If you would like to use the DRDP-PS, ALL staff that will be administering it must be trained on administration of the instrument.
Training dates can be found on MyLearningPlan.com or contact your local Regional Professional Development Center. Currently there are 19 sessions available throughout the state.
Read slide

36. DESE Webinars, FAQs and National Resources
More information on ECO management/special-education-data/early-childhood-outcomes-eco-training
Funds Guidance education-finance/early-childhood-special-education-finance
More information on DRDP-PS (2010) learning/early-learning/school-readiness-tool
DEC-Division of Early Childhood
NAEYC-National Association for the Education of Young Children
ECTA- National Early Childhood Technical Assistance Center ectacenter.org

37. Questions??

38. Additional Questions? Jennifer Hollman,
ECSE Supervisor Effective Practices
Office of Special Education
Mary Corey,
Director, Special Education Data,
Office of Data System Management