1. ISES Presentation Slides

2. Context & Background Approximately 46,000 children are assessed two times per year This data is used to support Indicator 7 results One of two instruments are used to make progress determinations The DRDP access or The DRDP R

3. What is Indicator 7? Indicator 7 reports the progress of children served in ECSE programs across State funded programs Progress Statements & Summaries are made for three OSEP indicators Social-Emotional Development (OSEP 1) Early Learning (OSEP 2) Behaviors to Meet Needs (OSEP 3)

4. Demographics of the ’09 ECSE Exiting Cohort Descriptive Statistics on Exiters NumberPercent Percent Statewide Age 3 year-olds 5269.239.3 4 year-olds 404271.054.8 5 year-olds 112919.85.9 Male 395569.4n/a Female 174230.6n/a Primary Disability* Speech or Language Impairment438376.9 64.1 Autism5319.3 14.3 Specific Learning Disability2614.6 5.7 Mental Retardation1783.1 5.7 Orthopedic Impairment901.6 2.9 Other Health Impairment831.5 3.2 Hard of Hearing46<1 1.2 Multiple Disabilities44<1 1.1 Established Medical Disability36<1 Deafness21<1 Visual Impairment14<1 Emotional Disturbance5<1 Traumatic Brain Injury3<1

5. Demographics of the ’09 ECSE Exiting Cohort Ethnicity NumberPercent Percent Statewide Not Hispanic or Latino297352.248.8 Hispanic or Latino268047.051.2 Intentionally Left Blank440.80.0 Total5697100.0 Race NumberPercent Percent Statewide White 2435 42.751.2 Intentionally left blank* 2291 40.231.0 Asian 376 6.68.7 African-American 352 6.25.9 Multi** 174 3.12.4 Native American (American Indian or Alaska Native) 50 0.90.5 Native Hawaiian or Other Pacific Islander 19 0.30.4 Total 5697 100.0100.1

6. Looking at Statewide Growth & Progress Growth is hard to pin-down because of a few factors that are unique to ECSE programs: Duration of ECSE services varies: Children enter at different times in their early school careers. Service delivery is not-standardized. Intensity of ECSE services varies: some children receive more services for a longer period of time Child Level Skills and Abilities Vary: Children enter ECSE programs with a wide range of skills and abilities

7. Still we persist… Despite these barriers, CDE is investigating and analyzing data to create some meaningful growth indicators Some initial findings include the following: As expected, very few children lose skills during their ECSE programs Unofficial estimates suggest that less than two percent of children show lack of progress Nearly all children show evidence of maintenance and progress towards state Standards

8. OSEP 1 Growth Table Access OSEP 1R OSEP 1 NValid22573440 Mean18.8637.70 Median16.6134.33 Std. Deviation17.6032.00 Percentiles257.1517.41 5016.6134.33 7529.2656.52

9. OSEP 2 Growth Table Access OSEP 2R OSEP 2 NValid22573440 Mean18.1124.92 Median15.7522.34 Std. Deviation15.8519.60 Percentiles257.8211.87 5015.7522.34 7526.8036.16

10. OSEP 3 Growth Table Access OSEP 3R OSEP 3 NValid22573440 Mean16.4444.28 Median14.1635.9 Std. Deviation16.3142.20 Percentiles255.6712.76 5014.1635.89 7524.8777.13

11. OSEP 1

12. OSEP 2

13. OSEP 3

14. Growth relationship between the indicators Growth one OSEP area is also mediated by a child’s growth level in the other OSEP areas The following correlation matrixes show that growth in one area corresponds to growth in other areas

15. ACCESS GROWTH CORRELATIONS OSEP 1OSEP 2OSEP 3 OSEP 1C Correlation1.855.715 N2257 OSEP 2Correlation.8551.762 N2257 OSEP 3Correlation.715.7621 N2257

16. Growth Correlations by Instrument R GROWTH CORRELATIONS OSEP 1OSEP 2OSEP 3 OSEP 1Correlation1.838.720 N3440 OSEP 2Correlation.8381.723 N3440 OSEP 3Correlation.720.7231 N3440

17. General Summary of Some Growth Trends Growth across domains is highly correlated Further investigation is necessary to look at the growth-by-entry analysis For all practical purposes, we expect more growth on the R instrument when we examine the exiting cohort Its scaled differently Typically children are higher functioning