1. Using the Early Childhood Outcomes Summary Form
October 2006
Using the Early Childhood Outcomes Summary Form
Presentation Modified by Dee Gethmann
Iowa Department of Education
October 2006
Author of Original Presentation:
Kathy Hebbeler
ECO Center at SRI International
If you would like information about ECO contact: Dee Gethmann, or at the Iowa Department of Education.
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

2. Overview Why collect Early Childhood Outcomes data?
October 2006
Overview
Why collect Early Childhood Outcomes data?
Understanding Early Childhood Outcomes
Measuring Children’s Accomplishments of the 3 Early Childhood Outcomes
Using the Early Childhood Outcomes Summary Form
Practice with the Early Childhood Outcomes Summary Form
Proposed agenda for training IFSP and IEP Teams.
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

3. Iowa’s Early Childhood Outcomes Purpose:
Develop and Implement a Statewide Accountability System to Measure Outcomes for Infants and Toddlers in Early ACCESS and Preschoolers in Early Childhood Special Education
Modified from presentation by the National Early Childhood Outcomes Center

4. Early Childhood Outcomes: Target Population
Early ACCESS
Infants and Toddlers
All infants and toddlers that have an IFSP
Include children when transitioning at the age of 3
Early Childhood Special Education
Preschoolers
All preschool children that have an IEP
Include children when transitioning from ECSE services to kindergarten
Include children receiving ECSE services and Kindergarten services (Part-Time/Part-Time)
Does NOT include children that begin receiving special education services in kindergarten
Modified from presentation by the National Early Childhood Outcomes Center

5. The Essential Question
Are students with disabilities entering school ready to learn at high levels?
Modified from presentation by the National Early Childhood Outcomes Center

6. Why Collect Early Childhood Outcomes Data?
Modified from presentation by the National Early Childhood Outcomes Center

7. How will this make a difference for children and families?
October 2006
How will this make a difference for children and families?
System of Accountability:
Looking at Results
Requirement to report in IDEA 2004
Provide information to the public
Data Reported by AEA and LEA
Document effectiveness of Early ACCESS and Early Childhood Special Education (ECSE) services
The Individuals with Disabilities Education Act 2004 (IDEA) requires States to Report Data on Indicators identified in Iowa’s State Performance Plan. Annual Progress Reports (APR) are due to the Office of Special Education every February with a report of the data and Iowa’s progress in reaching established targets.
In addition, the ECO data will provide information to policy makers and stakeholders to document the effectiveness of early intervention and early childhood special education services and answer the question, “How are these services making a difference for children and families?”
Important Issues Related to Accountability:
Even in the best system, some children will not achieve age appropriate skills or narrow the gap in all or any of the ECO Areas
Early ACCESS/ECSE will not “fix” children
Children with severe disabilities will make very slow progress toward these outcomes
We do not know what any individual child is capable of achieving…however, we want to ensure that our services are effectively supporting children’s development
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

8. How will this make a difference for children and families?
October 2006
How will this make a difference for children and families?
System of Accountability:
Looking at Results
Provide leadership to advance assessment practices and data use
Improve developmentally appropriate practices, instruction and outcomes for children (EC Blueprint)
Use data to plan and implement effective curricula, assessments, and interventions (EC Blueprint)
Emphasize the similarities with Instructional Decision Making (IDM) to improve instructional practices and meet the needs of children and families! The IDM process begins with all students having access to a guaranteed and viable curriculum provided by the school through the core instructional program Assessment data are gathered on a regular basis and each student’s response to instruction is evaluated (IDM version 2.4, March 2004). ECO is not primarily about collecting data it is about implementing effective curricula, interventions and assessment practices and gathering ECO data to know if what we are doing is making a difference!
The Early Childhood Services in AEAs: A Blueprint for the Future is a document produced by the AEA Early Childhood Special Education Leadership in September They established 6 priorities for early childhood services and 2 of the priorities are:
Provide leadership to advance assessment practices and data use to improve developmentally appropriate practices, instruction and outcomes for children
Use data to plan and implement effective curricula, assessments, and interventions.
The Early Childhood Services Blueprint can be found on the Iowa Department of Education website:
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

9. Early Childhood Outcomes (ECO)
Understanding
Early Childhood Outcomes (ECO)
Modified from presentation by the National Early Childhood Outcomes Center

10. Three Early Childhood Outcomes Areas
October 2006
Three Early Childhood Outcomes Areas
Children with IFSP/IEP who demonstrate improved:
Positive social-emotional skills (including social relationships)
Acquisition and use of knowledge and skills (including early language/communication and early literacy for preschoolers)
Use of appropriate behaviors to meet their needs
The three outcome areas in Part C Indicator #3 and Part B Indicator #7 were chosen based on stakeholder input and recommendations by the ECO Center. Many stakeholders across the nation expressed concern that using an approach that separates children’s development into discrete domains is not consistent with the integrated nature of how young children develop and goes against integrated and transdisciplinary intervention models.
Therefore, these three outcomes represent the interrelated nature of development and critical outcomes for young children to be successful in everyday activities and routines.
NOTE: Provide IFSP and IEP Teams with descriptions of each of the ECO Areas so they are aware of all of the skills and behaviors for each of the ECO Areas (I.e. Acquisition and use of knowledge and skills includes more than early language/communication/literacy) The Alignment of ECO, Result Codes, IELS document is a good resource that is described later in the presentation slides.
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

11. The 3 ECO Areas Refer to the “Whole Child”
October 2006
The 3 ECO Areas Refer to the “Whole Child”
Represent Critical Skills that:
Promote positive outcomes for young children
Support active and successful participation in everyday activities and routines, now and in the future
Integrate all areas of development
Prepare children to enter school ready to learn at high levels (The Essential Question)
Since the emphasis in working with young children with disabilities is on developing functional skills, the three child outcomes on the SPP represent critical functional outcomes young children need to be successful in every day activities and routines. These outcomes incorporate but also integrate the skills across the developmental domains/areas of cognitive, physical, communication, social, emotional, and adaptive development.
Questions that the IFSP or IEP Team may want to consider when thinking about the ECO Areas in a Functional Way include:
What does a child typically do?
What is the child’s actual performance across settings and situations?
How child uses his/her skills to accomplish tasks?
Does the child demonstrate these skills in various settings, with various people, and various materials…Not the child’s capacity to function under ideal circumstances?
ECO Areas are not…
A single behavior
The sum of a series of discrete behaviors
Domains based – not trying to separate child development into discrete areas (communication, gross motor, etc.)
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

12. Thinking Functionally (within age-expected bounds)
Not just….
Know how to make eye contact, smile, and give a hug
Know how to imitate a gesture when prompted by others
Use finger in pointing motion
Show a skill in a specific situation
But does he/she…
Initiate affection toward caregivers and respond to others’ affection
Watch what a peer says or does and incorporate it into his/her own play
Point to indicate needs or wants
Use a skill in actions across settings and situations to accomplish something meaningful to the child
Modified from presentation by the National Early Childhood Outcomes Center

13. ECO Area #1: Children have positive social-emotional skills
October 2006
ECO Area #1: Children have positive social-emotional skills
Involves:
Relating with adults
Relating with other children
For older children - following age appropriate rules, limits, and routines
Participates/contributes as part of a group
Includes areas like:
Attachment/separation/ autonomy
Expressing emotions and feelings
Social interactions and play
IFSP/IEP Outcome/Goal Codes: Following rules related to groups or interacting with others; Personal and Social Adjustment; and Contribution and Citizenship
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

14. ECO Area #2: Children acquire and use knowledge and skills
October 2006
ECO Area #2: Children acquire and use knowledge and skills
Involves:
Thinking
Reasoning
Remembering
Problem-solving
Using symbols and language
Understanding physical and social worlds
Includes:
Early concepts – symbols, pictures, numbers, classification, spatial relationships
Pre-writing – scribbling, shapes, pictures, letters
Object permanence
Expressive language and communication
IFSP/IEP Outcome/Goal Codes: Pre-Academic and Functional Literacy
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

15. ECO Area #3: Children use appropriate behaviors to meet their needs
October 2006
ECO Area #3: Children use appropriate behaviors to meet their needs
Involves:
Taking care of basic needs
Getting about in the environment
Daily living skills
In older children, contributing to their own safety, fitness, and health care
Includes:
Integrating motor skills to complete tasks
Self-help skills (e.g., dressing, feeding, grooming, toileting, household responsibility)
Acting on the world to get what one wants
Engaging in play
Persisting in activities
IFSP/IEP Outcome/Goal Codes: Physical Health; and Responsibility and Independence
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

16. CHILDREN’S DEVELOPMENT IS INTERCONNECTED
October 2006
CHILDREN’S DEVELOPMENT IS INTERCONNECTED
Children have positive social-emotional skills
Children acquire and use knowledge and skills
Children use appropriate behaviors to meet their needs
Relation-ships with adults
Relation-ships with peers
Follows group rules
Symbol use, abstract thinking
Problem Solving Strategies
Listening
Play
Exploring
Playing
Being curious
Practicing
Touching
Attending
Engaging
Persisting
Understand and Use Communication
Self-care, health and safety
To be active and successful participants
now and in the future
in a variety of settings
To be active and successful participants
now and in the future
in a variety of settings
Again the ECO Areas:
Support active and successful participation in everyday activities and routines, now and in the future
Emphasize how the child is able to integrate a series of behaviors or skills across developmental domains
Children’s characteristics such as temperament and learning style contribute to their development and are essential elements across all areas of development
Behaviors and skills are interrelated and all work together (i.e. a child’s ability to communicate impacts his/her ability to initiate and respond to peers and adults.)
NOTE: The concept that skills are interconnected is important when we are thinking about children receiving a single support service such as Speech Services in determining how a delay in one area of development impacts other areas of development.
Masters the environ-ment
Iowa DE: ECO Summary, 10/06

17. How do we describe the ECO Areas in Iowa?
October 2006
How do we describe the ECO Areas in Iowa?
Iowa’s Alignment of:
Early Childhood Outcome Areas
IFSP Outcome/IEP Goal Codes used in IFSP/IEP Results
Iowa Early Learning Standards
February 2006, Iowa Dept. of Education
Alignment of ECO document will be helpful to teams to figure out which skills fall under the three ECO areas. This document shows the alignment between the IFSP outcome and IEP Goal codes and the Iowa Early Learning Standards and benchmarks with each of the three ECO Areas.
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

18. Modified from presentation by the National Early Childhood Outcomes Center

19. ECO Will Help Us Look at Our Results to Ensure…
October 2006
ECO Will Help Us Look at Our Results to Ensure…
Early ACCESS/ECSE is…
Making a difference for children and families
…so that children with developmental delays and disabilities are entering school ready to learn at high levels
Important Issues Related to Accountability in terms of the ECO Data:
Even in the best system, some children will not achieve age appropriate skills or narrow the gap in all or any of the ECO Areas
Early ACCESS/ECSE will not “fix” children
Children with severe disabilities will make very slow progress toward these outcomes; it is important that we emphasize the strengths and the new skills children are developing
We do not know what any individual child is capable of achieving…however, we want to ensure that our services are effectively supporting children’s development
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

20. Measuring Children’s Accomplishment of the 3 Early Childhood Outcomes
Modified from presentation by the National Early Childhood Outcomes Center

21. Measuring Children’s Accomplishments
What is Assessment in Early Childhood?
“Assessment is a generic term that refers to the process of gathering information for decision-making.”
(McLean, 2004)
Modified from presentation by the National Early Childhood Outcomes Center

22. DEC Recommended Practices for Assessment
October 2006
DEC Recommended Practices for Assessment
Involves multiple measures
e.g., observations, criterion-curriculum-based instruments, interviews, curriculum-compatible norm-referenced scales, informed clinical opinion, work samples
Involves multiple sources
e.g., families, professional team members, service providers, caregivers, physicians
DEC = Division for Early Childhood (a division of the Council for Exceptional Children)
“Early childhood assessment is a flexible, collaborative decision-making process in which teams of parents and professionals repeatedly revise their judgments and reach consensus about the changing developmental, educational, medical, and mental health services needs of young children and their families.”
Bagnato and Neisworth, 1991
Quoted in DEC Recommended Practices, 2005
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

23. Use of Multiple Measures and Multiple Sources…
October 2006
Use of Multiple Measures and Multiple Sources…
Iowa refers to this as “RIOT”
Record Reviews
Interviews
Observations
Tests/Assessments
The determination, documentation, analysis and reporting of the ECO data must meet the requirements established in Iowa Administrative Rules for Early ACCESS and Special Education.
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

24. Examples Measures Sources Reports Parents and family members
October 2006
Examples
Measures
Reports
Medical
Interviews
Parent Interview
Observations
Time Sampling
Tests/Assessments
Example: Curriculum-based assessments (e.g., Creative Curriculum Child Observation Assessment)
IFSP/IEP Results
Sources
Parents and family members
Service providers
Therapists
Physicians
Child care providers
ECSE Teachers
People familiar with the child across settings and situations
Multiple sources and multiple measures are used to collect the ECO data including, but not limited to: record reviews such as medical reports or U of I reports; interviews with parents, early childhood teachers, child care providers; observations, behavior checklists, structured interactions; play-based assessments, adaptive and developmental scales, and criterion-referenced and norm-referenced instruments. In addition, the research based Iowa Early Learning Standards developed by the State may be used to guide peer comparisons of developmental ages and stages of children’s skills.
Examples of Child Assessments:
·        Assessment, Evaluation, and Programming System (AEPS) for Infants and Children, Second Edition
·        Battelle Developmental Inventory, Second Edition
·        Carolina Curriculum for Infants/Toddlers, 3rd Ed; for Preschoolers 2nd Ed.
·        Creative Curriculum Developmental Continuum Assessment
·        Developmental Assessment of Young Children (DAYC)
·        Developmental Observation Checklist System (DOCS)
·        Hawaii Early Learning Profile
·        High/Scope Child Observation Record
·        The Ounce Scale or Work Sampling System, 4th Ed.
·        Vineland Adaptive Behavior Scales (Vineland – II)
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

25. Input from Families is Critical
October 2006
Include Families
Input from Families is Critical
Family members see the child in situations that professionals do not
It is not an expectation that families will be able to determine if what they are seeing is typical or age appropriate.
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

26. Multiple Measures and Sources Need to Address Children’s Functioning
October 2006
Multiple Measures and Sources Need to Address Children’s Functioning
ECO Areas Reflect:
Functioning across a variety of settings and situations that make up the child’s day
Typical functioning, not child’s capacity to function under ideal circumstances
Many pathways to demonstrate accomplishments for children with atypical development (e.g., using sign language, wheel chair).
Include any assistive technology or supports the child typically uses
Current level of functioning demonstrated across a range of situations and settings that make up the child’s day
Typical functioning, not his/her capacity to function under ideal circumstances
Functioning using assistive technology or special accommodations
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

27. Challenges in Measuring Children’s Accomplishments
October 2006
Challenges in Measuring Children’s Accomplishments
There is not one measure that will assess the 3 ECO Areas directly
Many child assessments are organized around developmental domains
Thus, the need to gather information using Multiple Measures from Multiple Sources
Key question: How much information will provide the team with data to reach conclusions about the attainment of the 3 early childhood outcomes?
The value of using of multiple measures and sources:
Each child is a collection of numerous behaviors, skills, traits, capabilities, strengths, and needs
What any individual professional “tunes into” depends on his/her orientation
Their professional training has provided an “organizing framework” for how they see the child
Families provide information about the child in everyday living situations in various settings
Different assessments do a better job in specific developmental areas than others.
Examples of Assessments that address multiple developmental domains referred to in various ways include:
The Ounce – Infant/toddler: Social Emotional; Communication and Language; Cognitive Development; Physical Development
Battelle Developmental Inventory 2nd Ed.: Adaptive; Personal-Social; Communication; Motor; Cognitive
Infant Toddler Developmental Assessment: Gross Motor; Fine Motor; Relationships with inanimate objects; Language/Communication; Self Help; Relationships to persons; Emotions and feeling states; Coping Behavior
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

28. October 2006
Key Points
Assumption: Children can be described in regard to how close they are to age expected behaviors and skills for each of the 3 ECO areas
By definition, most children in the general population demonstrate the ECO areas in an age-expected way
By providing services and supports, Early ACCESS/ECSE is trying to move children closer to age expected behavior
Documenting children’s movement toward typical development is one type of evidence that Early ACCESS/ECSE is effective
Documenting the extent of children’s progress is another
Some children may not demonstrate age expected behaviors and skills
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

29. Summarizing Children’s Accomplishments
October 2006
Summarizing Children’s Accomplishments
ECO Summary Form is used by IFSP/IEP Teams to Summarize this Information
The determination, documentation, analysis and reporting of the ECO data must meet the requirements established in Iowa Administrative Rules for Early ACCESS and Special Education.
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

30. Using the Early Childhood Outcomes (ECO) Summary Form…Summarizing information from multiple methods and sources
Modified from presentation by the National Early Childhood Outcomes Center

31. October 2006
This is a sample of the IFSP ECO Summary form. Provide participants with a handout of the 3-page IFSP ECO Summary form.
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

32. October 2006
This is a sample of the IEP ECO Summary form. Provide participants with a handout of the 3-page IEP ECO Summary form.
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

33. When do Teams complete the ECO Summary Form?
October 2006
The ECO Summary Form
When do Teams complete the ECO Summary Form?
Initial IFSP and IEP Meetings
Annual Review, Re-Evaluation and Exit Meetings
Must complete when children are leaving or exiting services
Transition from Early ACCESS to ECSE
Transition from ECSE to Kindergarten
Complete for each ECO area, despite services receiving or areas of concern
Initial IFSP or IEP meeting for infants, toddlers or preschool children
Annually as a part of the IFSP or IEP meeting
Complete until child no longer receives Early ACCESS or ECSE services
MUST complete when child leaves services (i.e. exits services, transitions at age 3 or into kindergarten)
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

34. October 2006
The ECO Summary Form
An ECO Summary form for each of 3 ECO areas must be reported for every infant/toddler with an IFSP or preschooler with an IEP.
Data are needed in all ECO areas even if:
No one has concerns about a child’s development
A child has delays in one or two ECO areas, but not in all three ECO areas
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

35. Comparison to peers or standards:
October 2006
The ECO Summary Form
Comparison to peers or standards:
To what extent does this child show age-appropriate functioning in the area of [ECO Area] across a variety of settings and situations?
Using a 7-Point Rating Scale
Scale similar to the Environmental Rating Scales developed by Frank Porter Graham, University of North Carolina in Chapel Hill (ie. ECERS-R)
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

36. The ECO Summary Form Child’s Ratings are a snapshot of Rather than
October 2006
The ECO Summary Form
Child’s Ratings are a snapshot of
The whole child
Functioning
Across settings and situations
Rather than
Skill by skill,
In one standardized way, or
Split by domains
Child’s Outcome Ratings (1-7)
Provide an overall sense of child’s current functioning in each of the 3 ECO areas
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

37. The ECO Summary Form Progress:
Has the child shown any new skills or behaviors related to [ECO Area] since the last IFSP/IEP meeting?
Modified from presentation by the National Early Childhood Outcomes Center

38. The ECO Summary Form
Child’s Progress is based on any of the following:
Acquisition of a new skill or behavior since the last IFSP or IEP meeting
Independent demonstration of a skill or behavior
Progression made toward achieving IFSP Outcomes or IEP Goals
Improvement of skills and behaviors to a level nearer to age-appropriate functioning
Modified from presentation by the National Early Childhood Outcomes Center

39. Supporting Evidence for Outcome Rating and Progress in [ECO Area]
The ECO Summary Form
Supporting Evidence for Outcome Rating and Progress in [ECO Area]
Information gathered from various procedures and multiple sources of data
RIOT
Progress monitoring data
IFSP and IEP Results data
Age appropriate expectations
Modified from presentation by the National Early Childhood Outcomes Center

40. October 2006
Using the Early Childhood Outcomes Summary Form… Determining a Child’s Rating and Progress
When determining children’s outcome rating and progress in each of the three areas, the IFSP and IEP Teams consider information gathered from various procedures and multiple sources of data. These data provide the evidence for determining children’s level of functioning and progress. The teams are required to document on the ECO Summary form the supporting evidence used to reach their conclusions by reporting the methods used, sources of information, and summary of relevant results.
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

41. The Comparison to Peers or Standards (Questions 1a, 2a, 3a)
October 2006
The Comparison to Peers or Standards (Questions 1a, 2a, 3a)
Thinking about each ECO area…
To what extent does this child show age-appropriate functioning in the area of [ECO Area] across a variety of settings and situations?
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

42. To Decide on a Child’s Rating…
October 2006
To Decide on a Child’s Rating…
Know what behaviors and skills are appropriate for the child’s age
How do children who are developing typically function on this ECO area?
Review the multiple sources of information to determine how the child functions across a variety of situations and settings
Understand the differences between the outcome rating scale from 1 to 7
Child’s Outcome Ratings (1-7) Summarizes rich information from multiple sources (i.e. RIOT) into a rating of children’s functioning compared to same-aged peers
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

43. Child’s Ratings in the ECO Areas
October 2006
Child’s Ratings in the ECO Areas
The IFSP or IEP Team determining the child’s rating reach consensus on a number between 1 and 7.
Descriptions are given for numbers
7 – Completely
5 – Somewhat
3 – Emerging
1 – Not Yet
Check 2, 4, or 6 if the child’s functioning is “in between”. That is, the child functions with more skill than the lower number, but not quite as described in the higher number.
The Same Concerns May Influence the Child’s Functioning in More Than One ECO Area:
Sometimes problems with one skill or behavior will interfere with functioning in 2 or 3 ECO areas.
It is okay to give lower ratings when that happens.
Ratings are based on the child’s actual functioning across settings and situations with all the strengths and challenges that influence that functioning.
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

44. home, store, park, child care, with strangers, etc.
October 2006
7 – Completely means…
Child shows functioning expected for his/her age in all or almost all of everyday situations that are part of a child’s life
home, store, park, child care, with strangers, etc.
Functioning is considered appropriate for his/her age
No concerns
If child continues to develop along these lines, prospects are good that the child will do well next year, the year after, and will enter school ready to learn at high levels
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

45. 6 – Between completely and somewhat means…
October 2006
6 – Between completely and somewhat means…
Child’s functioning is generally considered appropriate for his/her age
Some concerns about the child’s functioning
If child continues to develop along these lines, there could be a problem in the future. There is some chance that the child would not enter school ready to learn at high levels.
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

46. Mix of appropriate and not age- appropriate
October 2006
5 – Somewhat means…
Functioning expected for his/her age some of the time and/or in some situations
Mix of appropriate and not age- appropriate
Might be more like a slightly younger child
We use the terminology that behaviors MIGHT BE more like those of younger children intentionally. For example, a child with autism does not display typical behaviors, but the behaviors observed would not be described as those of a younger child either.
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

47. October 2006
3 – Emerging means…
Child does not yet show functioning expected of a child of age in any situation
Skills and behaviors include immediate foundational skills upon which to build age-appropriate functioning
Saying one word is a foundational skill to putting two words together
Playing beside one another before they interact in play
Might be more like a younger child
We use the terminology that behaviors MIGHT BE more like those of younger children intentionally. For example, a child with autism does not display typical behaviors, but the behaviors observed would not be described as those of a younger child either.
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

48. October 2006
1 – Not Yet means…
Child does not yet show functioning expected of a child of his/her age in any situation
Skills and behaviors do not yet include any immediate foundational skills upon which to build age-appropriate functioning
Might be more like a much younger child
We use the terminology that behaviors MIGHT BE more like those of younger children intentionally. For example, a child with autism does not display typical behaviors, but the behaviors observed would not be described as those of a younger child either.
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

49. None Quite Fit?
Use the in-between Outcome Ratings of 2, 4, and 6 for children who have some characteristics of two different descriptions
Modified from presentation by the National Early Childhood Outcomes Center

50. October 2006
Helpful tool for IFSP and IEP Teams to use during decision making to determine a child’s rating on the 7-point scale. Consider making it into a handout for teams.
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

51. The Progress Question (1b, 2b, 3b)
October 2006
The Progress Question (1b, 2b, 3b)
Progress based on child’s own past performance
Has the child shown ANY new skills or behaviors related to [ECO Area] since the last IFSP or IEP Meeting?
Yes No
Not Applicable because Initial IFSP/IEP Meeting
Small steps of progress count!
Most will check “yes”
Not Applicable is to be checked only at the time of the Initial IFSP or IEP Meeting. Thereafter, the IFSP and IEP Teams are required to check either Yes or No as the answer to the Progress Question on the ECO Summary form.
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

52. Supporting Evidence for Outcome Rating and Progress (1c, 2c, 3c)
October 2006
Supporting Evidence for Outcome Rating and Progress (1c, 2c, 3c)
On the ECO Summary form, IFSP and IEP Teams will need to document:
What methods (RIOT) were used to determine child’s rating and progress
What were the specific sources of information
E.g. Parent, ECSE Teacher, SLP, XYZ Assessment
What were the relevant results that support the teams decisions
Provides a record of the basis for the decisions
Teams need to provide clear and concise information for data entry personnel to accurately record the multiple sources of information (i.e. published name of the assessment, no abbreviations). This information needs to be provided in this section of the ECO Summary form. The team CANNOT reference another section of the IFSP or IEP for this information.
Examples of Multiple Sources of Information are provided in Slide 24 (i.e. Parents and family members, service providers,Therapists, Physicians, Child care providers, ECSE Teachers, People familiar with the child across settings and situations)
Also:
Evidence can be reviewed to see if people are using the system properly, i.e., rating similar children in the same ways
Helps identify needs for future training and technical assistance
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

53. Supporting Evidence for Outcome Rating and Progress… (1c, 2c, 3c)
October 2006
Supporting Evidence for Outcome Rating and Progress… (1c, 2c, 3c)
Date of Assessment
Method Used
(Check all that apply)
Sources of Information
Summary of Relevant Result
(include present level of performance)
Record Review
Interviews
Observations
Tests/Assessments
Other
For “Summary of Relevant Results” IFSP and IEP Teams may determine that the IFSP My Child’s Development page or the IEP PLEFP section is the appropriate section to summarize the relevant results for each of the ECO areas. The team would need to reference this section under Summary of Relevant Results (i.e. See My Child’s Development page). The team also needs to record on the My Child’s Development page or the PLEFP page the ECO area being addressed (I.e. Information regarding Social-Emotional ECO Area).
Caution: Do consider whether it is a family-centered practice or not when referencing different sections. Ensure that the family is aware of where the information is found if it is in another section of the IFSP or IEP.
Caution: The IFSP and IEP Team will need to determine if the PLEFP and My Child’s Development page provide the needed information about a child’s functional skills in the ECO areas. IF NOT, the team needs to provide this information in the Summary of Relevant Results.
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

54. October 2006
EXAMPLE: Supporting Evidence for Outcome Rating and Progress for Appropriate Behaviors to Meet their Needs
Date of Assessment
Method Used
(Check all that apply)
Sources of Information
Summary of Relevant Result
(include present level of performance)
4/2/06
Record Review
Physician’s Medical Report
Candace’s AFOs have been modified to support an increase in range of motion
4/12/06
Interviews
Child’s Mother
Candace’s mother reports that she eats with her fingers and does not use a fork or spoon.
4/4, 8, 10/06
Observations
Early Childhood Special Education Teacher
--observed during arrival/departure, toileting and snack
Candace used her fingers to feed herself and needs hand-over-hand assistance to use a spoon; Candace tugs on her diaper after it is wet or soiled; She puts one arm through the sleeve of her coat
4/14/06
Tests/Assessments
Carolina Curriculum for Infants and Toddlers with Special Needs
Self-help: Eating – 12 – 15 months
Self-help: Dressing – 15 – 18 months
Self-help: Grooming – months
Self-help: Toileting – months
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

55. Practice with the Early Childhood Outcomes Summary Form
October 2006
Practice with the Early Childhood Outcomes Summary Form
Provide Case Studies with Descriptions from Multiple Methods and Sources to practice using the ECO Summary Form. The Iowa ECO Workgroup will be developing additional resources to support the implementation of ECO.
The national ECO Center also provides valuable training resources: National Early Childhood Outcomes Center
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06

56. October 2006
The Take Home Messages
Early Childhood Outcomes are not primarily about data
ECO are about doing good things for children and families
And using ECO data as a tool to help programs, providers and families know if what they are doing is making a difference for children and families…and if not, to make improvements so they will!
If you would like information about ECO contact: Dee Gethmann, or at the Iowa Department of Education.
Modified from presentation by the National Early Childhood Outcomes Center
Iowa DE: ECO Summary, 10/06