1. 1 The Maryland Early Childhood Accountability System Program Effectiveness Based on Results for Children Maryland State Department of Education Division of Special Education/Early Intervention Services September 2007

2. 2 We’re Embarking on an Outcome Journey

3. 3 At times the road may become a bit congested!

4. 4 When that happens… We will slow down and make sure we’re all on board.

5. 5 The Players  United States Department of Education, Office of Special Education Programs (OSEP)  Early Childhood Outcomes Center (ECO)  Maryland State Department of Education (MSDE)  Twenty-four Local School Systems/Preschool Special Education

6. 6 The Law  The Individuals with Disabilities Act 2004 (IDEA 2004) requires that states report on the progress of preschool children with disabilities receiving special education and related services.

7. 7 Outcome #1: Children have positive social relationships. Outcome #2: Children acquire and use knowledge and skills (including language/communication). Outcome #3: Children take appropriate action to meet their needs. What are the *OSEP Child Outcomes?

8. 8 Why Measure Child Outcomes?  Federal Reporting Requirements  Program Effectiveness  Program Improvement

9. 9 Why these Outcomes?  Outcomes are stated in functional terms  Functional refers to: Skills, behaviors, experiences that are meaningful to the child in the context of everyday living A series of behaviors or skills, integrated across domains, that allows the child to achieve the outcomes

10. 10 Functional Outcomes are not…  A single behavior  The sum of a series of discrete behaviors  Domains based - not trying to separate child development into discrete areas (e.g., communication, gross motor, self-help)

11. 11 Thinking Functionally!  Not just… - Know how to imitate a gesture when prompted by others - Use 3 to 4 word phrases - Show a skill in a specific situation  But does she… - Watch what a peer says or does and incorporate it into her own play - Use words to make her needs or wants known - Use a skill in actions across settings and situations to accomplish something meaningful

12. 12 Outcome #1: Children have positive social relationships  Involves behaviors such as:  Relating with adults  Relating with other children  For older children - following rules related to groups or interacting with others

13. 13 Outcome #2: Children acquire and use knowledge and skills  Involves behaviors such as:  Thinking  Reasoning  Remembering  Problem solving  Using symbols and language  Demonstrating understanding of physical and social worlds

14. 14 Outcome #3: Children take appropriate action to meet their needs  Involves behaviors such as:  Taking care of basic needs  Getting from place to place  Using tools  For older children, contributing to their own health and safety

15. 15 So how will this be accomplished?  What assessment will be used?  When will data be collected?  Who will provide the data?  How and when will it be reported?  How does this pertain to Child Care Providers?

16. 16 Maryland’s Assessment Approach~ The Work Sampling System  The Work Sampling System (WSS), a performance based assessment, is used in the context of the Maryland Model for School Readiness (MMSR).  The MMSR is a “framework to assist early educators in instructing and assessing young children in the knowledge, skills and behaviors they need to be prepared for the learning demands of formal schooling”.  WSS addresses all three of the OSEP Child Outcomes.

17. 17 Why Choose the Maryland Model for School Readiness?  The intent of MMSR is the use of developmentally appropriate practices with all children  MMSR promotes a common language among early childhood general and special educators by enabling a view of children through a shared lens.  MMSR is a developmental frame of reference for aligning IEP goals with the State Learning Standards/Voluntary State Curriculum (VSC).

18. 18 So Where, When, Who, How, and What About ?

19. 19 Early Childhood Programs Early Childhood Program - A program that includes at least 50% nondisabled children; includes but is not limited to: Head Start Kindergarten Reverse mainstream classrooms Private preschools Preschool classes offered to an eligible pre-k population by the public school system Group child care Family child care

20. 20 How Work Sampling Relates to Child Care  You may be wondering to yourself how the Work Sampling System and measuring the early childhood special education outcomes involves child care programs.  Preschool aged children with disabilities are found in a variety of settings including Family Child Care programs and Child Care Centers.  Because Work Sampling is an observational assessment tool, child care providers can make valuable contributions by providing information where appropriate.

21. 21 Clarification for Child Care Providers  Child Care Providers would not be asked to report on any of the child’s special education program goals, but rather to provide information and observations on the Work Sampling Assessment Tool as they relate to the child’s participation in the child care setting.  Parents will participate and provide this same type of information as well.

22. 22 Status At Entry Data Collection Process Work Sampling System: select appropriate checklist based on age of child It is recommended that Status at Entry data be collected within an approximate time of 6-8 weeks following the initiation of special education services Collect examples of child’s work either documented observations or actual samples The measure is whether a child’s performance is comparable to typical same-age peers or below

23. 23 Child Care Providers Participation with Status at Entry  Status at Entry data collection for 3 and 4 year olds newly identified as having a disability and determined eligible to receive special education who are included in typical early childhood programs such as Family and Center Child Care Programs could make a valuable contribution through providing observational information regarding the three measurable childhood outcomes and participating in the work sampling system.  A parent or a local school system special education teacher may contact you to request information.

24. 24 Progress At Exit Only children who had entrance data collected will have exit data collected.  Exit data is only collected on children who received at least 6 months of intervention.  Comparing Status at Entry with Progress at Exit measures the three early childhood outcomes!

25. 25 When Will Local School Systems Collect Progress at Exit Data? Prior to a child’s exit from Preschool-Kindergarten special education services, the LSS will complete an assessment of the child’s current levels of performance using the WSS. At end of 5-year-old year, or sooner if the child is leaving the program for other reasons (moving out of state, no longer eligible), the exit assessment should be completed as soon as possible prior to exit. If a child begins to receive services in one jurisdiction and transfers to another jurisdiction in Maryland, the LEA from which the child is exiting is responsible for conducting the exit assessment.

26. 26 Progress at Exit Measures  Maintained a level comparable to typical same-age peers  Closed the gap with typical same-age peers  Narrowed the gap with typical same-age peers  Made progress, but at the same rate as when they entered preschool services, or  Did not make progress

27. 27 Child Care Providers Participation with Progress at Exit  When a child exits preschool special education services earlier than their Kindergarten year by successfully completing their goals,  And they are included in a regular early childhood setting such as Family or Center Based Child Care,  A parent or local school system special education teacher may contact you to request information.

28. 28 Key Points  Assumption: Children can be described with regard to how close they are to age expected behavior for each of the 3 outcomes.  By providing services and supports, special education is trying to move children closer to age expected behavior.  As Child Care Providers and teachers of young children, you have valuable information to contribute and can be part of the solution that makes this process successful!

29. 29 Ultimate Goal: Positive Results for Preschoolers and Kindergarteners with Disabilities

30. 30 Questions? Status at Entry and Progress at Exit Same Aged Peers Status at Entry Progress at Exit % % % of students closing the gap % of students at the same level % of students below where they began % of students who have closed the gap  Have entry data  Been in a special education program for 6 months or more  Students are exiting the program (children turning 6 years old)

31. 31 The Maryland Early Childhood Accountability System Program Effectiveness Based on Results for Children Maryland State Department of Education Division of Special Education/Early Intervention Services September 2007