1. Module 5 Understanding the Age-Expected Child Development, Developmental Trajectories and Progress Every day, we are honored to take action that inspires the world to discover, love and nurture the greatness in all children.

2. Overview of Modules Kids' Potential, Our Purpose Module 1: Setting the Stage: Global Child Outcomes and the SFP Module 2: Learning More About the SFP and COS Rating Module 3: Essential Knowledge for Completing the SFP and COS Rating Module 4: Guidance for Completing the SFP and COS Rating Within the Team Process Module 5: Understanding Age-expected Child Development, Developmental Trajectories, and Progress Module 6: Using COS Data to Inform Program Improvement at all Levels

3. Why collect data? Why All This Outcomes Data? What Happens with the Data? What Difference Does It Make? Kids' Potential, Our Purpose

4. After this module you will: Understand how the entry and exit SFP ratings convert into progress categories used for federal reporting Describe how these progress categories relate to developmental trajectories Understand how the federal reporting categories are converted into the summary statements Kids' Potential, Our Purpose

5. Continuous program improvement Kids' Potential, Our Purpose Plan (vision) Program characteristics Child and family outcomes Implement Check (Collect and analyze data) Reflect Are we where we want to be?

6. Child Outcomes Summary Ratings 7: Completely age-expected 6: Between “completely” and “somewhat” 5: Somewhat age-expected 4: Between “somewhat” and “nearly” 3: Nearly age-expected 2: Between “nearly” and “not yet” 1: Not yet age-expected Kids' Potential, Our Purpose

7. Key Information for Progress Categories The OSEP progress categories describe different types of progress children can make between program entry and exit Two COS ratings (entry and exit), and the yes/no progress question, are needed to calculate what OSEP category describes a child’s progress Kids' Potential, Our Purpose

8. Progress Categories Kids' Potential, Our Purpose aDid not improve functioning bImproved functioning, but not sufficient to move nearer to functioning comparable to same-aged peers cImproved functioning to a level nearer to same-aged peers but did not reach it dImproved functioning to reach a level comparable to same-aged peers eMaintained functioning at a level comparable to same- aged peers

9. Developmental Trajectories Kids' Potential, Our Purpose

10. Developmental Trajectories Kids' Potential, Our Purpose

11. Developmental Trajectories Kids' Potential, Our Purpose

12. Developmental Trajectories Kids' Potential, Our Purpose

13. How changes in SFP data correspond to reporting categories a-e Progress category “e” Percent of children who maintain functioning at a level comparable to same-aged peers Rated 6 or 7 at entry; AND Rated 6 or 7 at exit Kids' Potential, Our Purpose

14. Developmental Trajectories Kids' Potential, Our Purpose

15. Developmental Trajectories Kids' Potential, Our Purpose

16. Developmental Trajectories Kids' Potential, Our Purpose

17. How changes in SFP data correspond to reporting categories a-e Kids' Potential, Our Purpose Progress category “d” Percent of children who improve functioning to reach a level comparable to same-aged peers Rated 5 or lower at entry; AND Rated 6 or 7 at exit

18. Developmental Trajectories Kids' Potential, Our Purpose

19. How changes in SFP data correspond to reporting categories a-e Kids' Potential, Our Purpose Progress category “c” Percent of children who improved functioning at a level nearer to same-aged peers, but did not reach it Rated higher at exit than entry; AND Rated 5 or below at exit

20. Developmental Trajectories Kids' Potential, Our Purpose

21. Developmental Trajectories Kids' Potential, Our Purpose

22. How changes in SFP data correspond to reporting categories a-e Progress category “b” Percent of children who improved functioning, but not sufficient to move nearer to same-aged peers Rated 5 or lower at entry; AND Rated the same or lower at exit; AND “Yes” on the progress question OR Rated 6 or 7 at entry; AND Rated 5 or lower at exit; AND “Yes” on the progress question

23. Developmental Trajectories Kids' Potential, Our Purpose

24. Developmental Trajectories Kids' Potential, Our Purpose

25. Developmental Trajectories Kids' Potential, Our Purpose

26. Developmental Trajectories Kids' Potential, Our Purpose

27. How changes in SFP data correspond to reporting categories a-e Kids' Potential, Our Purpose Progress category “a” Percent of children who did not improve functioning Rated lower at exit than entry; OR Rated 1 at both entry and exit; AND Scored “No” on the progress question (b) (questions 1b, 2b, or 3b on the rating form)

28. Developmental Trajectories Kids' Potential, Our Purpose

29. Developmental Trajectories Kids' Potential, Our Purpose

30. Progress Categories Kids' Potential, Our Purpose 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

31. Following the Data Kids' Potential, Our Purpose 7 Points on Summary Ratings Scale + 1 Yes/No Progress = 5 Progress Categories x 3 Child Outcomes = 15 numbers to OSEP = 2 Summary Statements

32. Purpose of the Summary Statements The Summary Statements allow states to consider all the children served in early intervention in two categories: Those that experienced an increase in their development due to receiving services Those that left the program at age expectations due to receiving services Kids' Potential, Our Purpose

33. The Summary Statements 1.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 exited the program. 2.The percent of children who were functioning within age expectations in each Outcome by the time they exited the program. Kids' Potential, Our Purpose

34. Other Ways to Think about Summary Statement 1 How many children changed growth trajectories during their time in the program? Percent of the children who entered the program below age expectations made greater than expected gains, made substantial increases in their rates of growth, i.e. changed their growth trajectories Kids' Potential, Our Purpose c + d___ a + b + c + d

35. Example of Summary Statement 1 Kids' Potential, Our Purpose 539+809 = 51+966+539+809 1348 2365= 57.0% Progress Category Number of Children a51 b966 c539 d809 e1270 c + d___ a + b + c + d

36. Other Ways to Think about Summary Statement 2 How many children were functioning like same aged peers when they left the program? Percent of the children who were functioning at age expectations in this outcome area when they exited the program, including those who: Started out behind and caught up and entered and exited at age level Kids' Potential, Our Purpose d + e_ _ a + b + c + d + e

37. Example of Summary Statement 2 Kids' Potential, Our Purpose 1016+1043 = 48+869+659+1016+1043 2059 3635= 56.6% Progress Category Number of Children a48 b869 c659 d1016 e1043 d + e_ _ a + b + c + d + e

38. The National Data Part C Early Intervention Kids' Potential, Our Purpose

39. Part C: Greater than Expected Growth Trends Across 4 Years

40. Part C: Exited Within Age Expectations Trends Across 4 Years

41. The National Data- what is it telling us after four years? For early intervention: High percentages of children are showing increased rates of growth High percentages of children are exiting functioning like same-aged peers The data have been stable for 4 years Part C and Part B Preschool are the only 2 federal EC programs with national data on outcomes Kids' Potential, Our Purpose

42. Child Outcomes Data National Data http://ectacenter.org/eco/assets/pdfs/childoutcomeshighlights.pdf http://ectacenter.org/eco/assets/pdfs/childoutcomeshighlights.pdf Washington Data http://www.del.wa.gov/publications/esit/docs/LLA_report_card_FY12.pdf http://www.del.wa.gov/publications/esit/docs/LLA_report_card_FY12.pdf Kids' Potential, Our Purpose

43. Continuous Program Improvement Kids' Potential, Our Purpose Plan (vision) Program characteristics Child and family outcomes Implement Check (Collect and analyze data) Reflect Are we where we want to be?

44. Knowledge Check Kids' Potential, Our Purpose True or False: The 1-7 ratings and the five progress categories are the same thing. True False Progress category and summary statement data are important for looking at data on a: National level State level Program level All of the above

45. Knowledge Check Kids' Potential, Our Purpose True or False: The 1-7 ratings and the five progress categories are the same thing. False Progress category and summary statement data are important for looking at data on a: All of the above

46. Knowledge Check Kids' Potential, Our Purpose True or False: In order to demonstrate progress, a child’s exit rating must be higher than their entry rating. True False Child-specific data is converted into which for federal reporting: Progress categories and summary statements Developmental trajectories Entry and exit ratings None of the above

47. Knowledge Check Kids' Potential, Our Purpose True or False: In order to demonstrate progress, a child’s exit rating must be higher than their entry rating. False Child-specific data is converted into which for federal reporting: Progress categories and summary statements

48. Reflection Now that I understand what happens to the data after I enter it in the DMS, what do I need to do to improve my ability to get high quality, accurate data on each child? How does understanding the developmental trajectories change my approach to the SFP process? Kids' Potential, Our Purpose

49. Additional Resources Table explaining the five progress categories: http://www.ectacenter.org/eco/assets/pdfs/Federal_Reporting_Categories.pdf http://www.ectacenter.org/eco/assets/pdfs/Federal_Reporting_Categories.pdf Kids' Potential, Our Purpose Activity: Converting to Progress Categories: http://www.ectacenter.org/eco/pages/training_activities.asp#COSF_Federal _Progress http://www.ectacenter.org/eco/pages/training_activities.asp#COSF_Federal _Progress

50. Additional Resources Information about Summary Statements: http://www.ectacenter.org/eco/pages/fed_req.asp#SummaryStatements http://www.ectacenter.org/eco/pages/fed_req.asp#SummaryStatements Self-directed learning- developmental trajectories: https://unc-fpg-cdi.adobeconnect.com/_a992899727/ecotrajectories/ https://unc-fpg-cdi.adobeconnect.com/_a992899727/ecotrajectories/ Kids' Potential, Our Purpose

51. Using the ECO Calculator Translates COS entry and exit ratings to the 5 progress categories for federal reporting. Download and practice with the tutor calculator, and get more information on all versions here on the Calculating Progress webpage at: http://ectacenter.org/eco/pages/summary.asp#COSF http://ectacenter.org/eco/pages/summary.asp#COSF Kids' Potential, Our Purpose

52. Coming Next Module 1: Setting the Stage: Global Child Outcomes and the SFP Module 2: Learning More About the SFP and COS Rating Module 3: Essential Knowledge for Completing the SFP and COS Rating Module 4: Guidance for Completing the SFP and COS Rating Within the Team Process Module 5: Understanding Age-expected Child Development, Developmental Trajectories, and Progress Module 6: Using COS Data to Inform Program Improvement at all Levels