Download presentation
Presentation is loading. Please wait.
Published byDarrell Brian Cooper Modified over 9 years ago
1
Measuring Child Progress: Two State’s Journeys Barbara Jackson, NE Beppie Shapiro, HI Measuring Child and Family Outcomes Albuquerque, NM April 25, 2006
2
Format of Presentation Meet each stateMeet each state Overview of the 4 key questions to be discussedOverview of the 4 key questions to be discussed For each key question:For each key question: –Description of each state’s plans –Questions and comments from participants
3
What Counts: Measuring Benefits of Early Intervention in Hawai`i Beppie Shapiro, University of Hawai`i beppie@hawaii.edu
4
About Hawai`i About 17,000 births per year Over 7% of each birth cohort served in Part C No majority ethnicity 4.1 % of population are immigrants, primarily Asians and Pacific Islanders Geographic isolation Five main islands – different access to services
5
Special education in Hawai`i Part C under Department of Health Part B under Department of Education Outcomes process differs from C to 619 SEA = 1 LEA
6
Part C in Hawai`i, 2006 Broad eligibility Three DOH agencies provide services statewide Recent development of statewide IFSP to be used by all programs No Part C database – 2 agencies have their own
7
Standardized IFSP form, process 2005: All Part C programs trained to use new statewide IFSP form –Present Levels of Development –Family-driven Outcomes* and Objectives –Services to support Objectives –Transition
8
What Counts?.... Measuring the Outcomes of Early Intervention in Nebraska Barbara Jackson, Munroe Meyer Institute bjjackso@unmc.edu
9
About Nebraska Birth Mandate State Co-Leads for Part C: Health and Human Services & Education Outcome data process will be the same across the birth through 5 age group
10
Nebraska (continued) 460 School Districts Number of children birth to 3: 1303 Number of children ages 3 and 4: 2811 Number of children 3 through 5: 4707
11
Key Question………… 1.How will the state determine children’s status on each of the outcomes?
12
Assessment in Hawai`i Part B Section 619, Hawai`i Assessment: Early Brigance Part C: Since 2004: 3 assessment tools approved for CDE – Hawaii Development Charts (HELP), “Michigan” EIDP, or ASQ
13
Hawai`i’s Part C Assessment : Ages and Stages For babies eligible due to environmental risk Forms for specific age levels Scores indicate only “Typical”, “Monitor”, “Refer” Referred for CDE and services by program serving DD Care coordination may remain with original program
14
1. 1.What Counts Design Team convenes monthly to develop/review progress 2. 2.How can we assign a “score” to each child on each EI Goal? What Counts: Measuring the Benefits of Early Intervention in Hawai`i:
15
Hawai`i’s Part C Outcomes (Goals) Measurement Process Data Collection Intervals & Rationale – – At every IFSP: initial, review, annual – –Starting when child is at least 4 months old
16
Hawai`i’s Part C Outcomes (Goals) Measurement Process Assigning scores: decisions & rationale WHO: IFSP team Following “Present levels of Development” description HOW: all team members reach consensus on rating using modified ECO Child Summary Reporting Form
17
Hawai`i’s 619 Outcomes Measurement Process Family involved in assessment process Family provides input on written form with open-ended questions A professional assigns rating on each goal Other providers asked for input to rating Ratings assigned at entry and annually
18
Nebraska’s Process Child Outcome Task Force convened to guide process
19
Nebraska calls for Child Assessment that…. Is based on ongoing observation of children engaged in real activities, with people they know, in natural settings Engage families and primary caregivers as active participants Is individualized to address each child’s unique ways of learning Reflects that development and learning are rooted in culture and supported by the family Integrates information across settings
20
Nebraska’s Assessment Process Which assessments? AEPS Creative Curriculum High Scope COR for Infants/ Toddlers & Preschoolers
21
Why Selected? Assessment approach parallels other Early Childhood Program assessment processes Use information from multiple sources (e.g., family, providers) and multiple observations Curriculum-based Assessment – can be used for multiple purposes Can build the capacity of our system to support children and their families
22
Nebraska’s Process for parent input? Parents provide input during the assessment process
23
How is the assessment information “transformed”? Working with publishers to determine feasibility of computer- based formulas Scores will be reviewed by team to assure validity of score
24
Nebraska’s Assessment Process Data Collection Schedule Districts will be mandated to report entry and exit data Entry data will collected within the 45-60 days after IFSP/IEP meeting Exit data collected within 2 months of leaving the program Districts will be encouraged follow publishers guidelines for frequency of assessments
25
Key Question………… 2. What reporting categories has the state chosen to use?
26
Reporting Categories in Hawai`i What Counts: Measuring Benefits of Early Intervention in Hawai`i
27
Reporting Categories in Hawai`i Part C Decision & Rationale Use ECO 5 Categories A. A.maintained typical functioning B. B.made progress to achieve typical functioning C. C.moved nearer to typical functioning D. progress but not enough to move nearer to typical E. did not make progress Meaningful, Program Improvement
28
Reporting Categories in Hawai`i 619 –OSEP Categories
29
Reporting Categories in NE Four Categories OSEP’s 3 categories Plus % of children who attain typical development
30
Key Question………… 3. How and in what form will data get from local programs to the state?
31
Getting Part C Data to the State In Hawai`i Simpler than most states? More difficult than many states? Each “Agency” will collect and summarize data from its programs
32
Data to explain results Length of enrollment Age at enrollment ICD9s/conditions
33
Getting Data to the State: Part C Electronic data entry at local program Transmitted to Agency Agency calculates number of children in each category Agency sends these numbers to State State creates OSEP and cross-Agency reports
34
Unresolved data questions Local programs send “explanatory data” to Agency –How much of this data goes to State? How? How to identify potential duplicates
35
Getting Data to the State: 619 Teacher enters data into stand-alone EXCEL spreadsheet Spreadsheets collected at school, sent to State
36
NE: Getting Data to the State Using the publisher’s internet system- State will be the licensed manager Link with the State Data System
37
Key Question………… 4. What will you do to maximize the reliability of the data?
38
Training, Support to Maximize Data Reliability in Hawai`i Training:Support:Web: 7 hrs, all EI programs, by community 1-2 months post training: On site? Conference call? FAQs, email listserv
39
Maximizing Data Reliability in Hawai`i: Evidence for Rating IFSP teams document evidence used to select rating category Pilot showed need for training on what makes good evidence Supervisors provide support and QA Criteria for Evidence (in progress) Different contexts Highest level of achievement Specific to Goal Area
40
Examining Reliability in Hawai`i Another measurement of “how well child is doing” –Compare ratings Compare ratings for children with different conditions/diagnoses
41
Challenges for Hawai`i: Quality Assurance - Part C How reliable are assessments? Does every IFSP team have someone knowledgeable about typical child development? How reliable are summary form ratings?
42
Reliability of Data in NE: Training Intensive training on assessments throughout state with consistent trainers
43
Reliability of Data in NE: Implementation Review of data at the state level Ongoing questions/answers communication document based on local questions Team approach to assessment process Pilot process to determine reliability issues
Similar presentations
© 2024 SlidePlayer.com. Inc.
All rights reserved.