1. We worry about what a child will be tomorrow, yet we forget that he is someone today. --Stacia Tauscher

2. Positive Outcomes for Colorado’s Young Children and Families Creating A Meaningful Approach to Accountability

3. What Was the Impetus for Our Outcomes Work? In the beginning and still… Colorado’s work toward a comprehensive system of care and education More recently influenced by… Increasing push for outcome measures from local community level

4. Where We Began 1990 Small Number of Districts Begin Collecting Longitudinal Data on Colorado Preschool Program (CPP) Results 2004 Pilot is Discontinued 2001 State Dept of Ed Funds Project to Develop and Pilot a Child Outcomes Measurement System for Early Childhood Special Education and the CPP 1991-2001 Number of Districts Collecting CPP Longitudinal Data Continues to Increase

5. What We Thought We Wanted A new and separate set of outcomes and indicators A new and “perfect” measurement tool Rubrics to help increase inter-rater reliability with the measurement tool A state data system

6. What We Learned A new and separate set of outcomes and indicators Diminished the use of Colorado’s early childhood guidelines: The Building Blocks to the K-12 Content Standards Added yet another set of expectations for programs such as Head Start or those committed to established curricular goals

7. What We Learned A new and “perfect” measurement tool “Who were we to think we could improve on the work of the masters?!” There is no perfect tool Providers communicated that the new tool really did not perform differently from what they already had

8. What We Learned Rubrics to help increase reliability Would have required more time and funding than could be committed Felt duplicative

9. What We Learned A state data system Regardless of what we decide to measure, this system can still serve to manage the information

10. Where We Are Now 1990 Small Number of Districts Begin Collecting Longitudinal Data on Colorado Preschool Program (CPP) Results 2003 Pilot is Discontinued 2001 State Early Childhood Team Funds Project to Develop and Pilot a Child Outcomes Measurement System for Early Childhood Special Education and the CPP 2004 State Early Childhood Team Revisits Core Values and Desired Purposes, Begins New Series of Meetings with Stakeholders 1991-2001 Number of Districts Collecting CPP Longitudinal Data Continues to Increase

11. Core Values Guiding Colorado Decision Making There should be a multi-dimensional systems approach to include:  Child outcomes – long and short term  Family perceptions of child outcomes  Family satisfaction surveys  Teacher perceptions of school readiness  Program quality measures  Broad systems outcomes

12. Core Values Guiding Colorado Decision Making The system should be inclusive of all children.

13. Core Values Guiding Colorado Decision Making Child outcome measures should  Be contextualized, naturalistic, authentic  Fit Colorado early childhood guidelines (Building Blocks)  Be individualized

14. Core Values Guiding Colorado Decision Making Child outcome measures should (cont.)  Be based on sound developmental information  Utilize information from primary caregivers including families  Be culturally and linguistically appropriate  Be useful in influencing day-to-day parenting and educational practices  Be ongoing

15. Core Values Guiding Our Discussions on Assessment To the maximum extent possible, any strategies selected should  Positively influence the lives of children and families  Meet multiple needs at the program, community, state and federal level  Respect local efforts and accomplishments

16. Purposes of Colorado’s System To positively influence the lives of children and families

17. Purposes of Colorado’s System And to: Describe and value child progress over time Influence day to day interactions and interventions provided by the adults in a child’s life Influence program planning Show program efficacy at local and state level Feed data to broad systems evaluation project Inform policy development

18. Proposed Purposes of Colorado’s System Determine if funding is sufficient to provide an effective early childhood care and education program Determine supports needed by staff for ongoing professional development Define what types of early childhood programs work best.

19. New Directions Child Short Term Progress Data –The Ounce –Creative Curriculum Developmental Continuum –High/Scope Child Observation Record –Work Sampling Developmental Checklist To be determined: Establish an alternative for children with significant support needs

20. New Directions Child Longitudinal Data % of students on Individual Literacy Plans in Kindergarten, First and Second Grades % of children qualified for special education in primary grades not involved in state funded preschool program Colorado Student Assessment Program (CSAP) scores at 3 rd and 6 th grades % of children exited from special education Re-entrance to special education % of children retained Continued engagement with the education system (graduation, formal transition following secondary level, etc)

21. New Directions Consumer Feedback Data Survey of family views of child progress Survey of kindergarten teacher perceptions of school readiness Family satisfaction surveys

22. New Directions Program Quality Data Infant/Toddler Environmental Rating Scale Early Childhood Environmental Rating Scale Early Language and Literacy Classroom Observation Other NAEYC Accreditation Colorado Quality Standards Educare Rating System

23. Lessons Learned (so far) A diverse and balanced work group results in balanced work product Staff development is key Strategic planning is necessary for marketing to various stakeholder groups When the pressure is on, it’s easy to drift from core values…

24. Resources We Found Useful Principles and Recommendations for Early Childhood Assessments; Goal 1 Early Childhood Assessments Resource Group, The National Education Goals Panel, 1998. Assessing the State of State Assessments: Perspectives on Assessing Young Children; SERVE, 2003. Smart Start Technical Assistance Grant National School Readiness Project And coming soon Policy Matters

25. Not everything that can be measured counts, and not everything that counts can be measured. --Albert Einstein