1. Building State Systems to Produce Quality Data on Child Outcomes Jim J. Lesko Director, Early Development and Learning Resources Delaware Department of Education

2. Delaware State Perspective Sixteen LEAs 2,300 children enrolled – average Observation/Performance Based Measures – Prior Approved Measures Educators Complete Assessment – Teachers, Speech/Language Pathologists, Psychologists – Accept assessments completed by community providers/practitioners

3. Delaware State Perspective Use Child Outcome Summary Format as Mechanism for Aggregation of Data Annual Reporting on Outcomes to USDOE on Exiting Children Only

4. Early Childhood Outcomes Initial year of the outcomes 2006 – Provided training on assessment measures – Training to each LEA – teachers and administrators Locals report scores to state Two data points annually – typically fall & spring Multiple Sources of information required Two Sources are consistent statewide for funded programs State does conversion of COSF scores to progress categories

5. Toddler 2 may…19-35 monthsInitiate action to make things happen Use simple strategies to meet their own wants and needs Use utensils to feed self Begin to dress self Preschool Child may…36-60 months Make independent choices Begin to develop a plan for play Develop increasing independence in a range of activities, routines, and tasks Use positive behavior to solve problems Begin to show awareness and independence in hygiene, nutrition and personal care Build awareness and ability to follow basic health and safety rules Outcome 3 Children use appropriate behaviors to meet their needs

6. Carolina Curriculum Crosswalk With OSEP Child Outcomes

8. COGNITIONDelaware Early Learning Foundations 5. Attention and Memory: Visual/Spatial a. Points to hand that is hiding a toy (both when toy remains inIT Uncover a toy that has been hidden. hand and when toy is transferred to the other hand, out of sight) b. Recognizes the covers of several books and labels them c. Recognizes familiar signsShow increasing awareness of print, familiar signs, and labels d. Identifies (points to) object or picture shown briefly and shownIT Show increased short and long term memory and increased attention again in an array of three. e. Identifies (points to) object or picture shown briefly and shownIT Show increased short and long term memory and increased attention again in an array of four f. Tells the name of an object or picture shown briefly to a groupIT Show increased short and long term memory and increased attention of two and then hidden g. Remembers incidental informationIT Show increased short and long term memory and increased attention h. Names one of several (4 or more) objects or pictures shown (orIT Show increased short and long term memory and increased attention objects felt), named and then hidden i. After observing three objects being placed under separate covers,IT Show increased short and long term memory and increased attention identifies the cover under which a matching object is hidden j. Remembers and names which one of three objects has beenIT Show increased short and long term memory and increased attention hidden

11. Social EmotionalDescriptionTotalsPercentage APercent of preschool children who did not improve functioning112.8% B Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers225.7% C Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it12131.3% D Percent of preschool children who improved functioning to reach a level comparable to same-aged peers19349.9% E Percent of preschool children who maintained functioning at a level comparable to same-aged peers4010.3% 387100%

12. Baseline Data for Preschool Children Exiting 2008-2009 Summary Statement Table Summary Statements% of children Outcome A: Positive social-emotional skills (including social relationships) 1.Of those children who entered or exited the program below age expectations in Outcome A, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program 90.5% 1. The percent of children who were functioning within age expectations in Outcome A by the time they turned 6 years of age or exited the program 60.2% Outcome B: Acquisition and use of knowledge and skills (including early language/communication and early literacy) 1 Of those children who entered or exited the program below age expectations in Outcome B, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program 92.9% 2. The percent of children who were functioning within age expectations in Outcome B by the time they turned 6 years of age or exited the program 54.3% Outcome C: Use of appropriate behaviors to meet their needs 1 Of those children who entered or exited the program below age expectations in Outcome C, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program 91.8% 2. The percent of children who were functioning within age expectations in Outcome C by the time they turned 6 years of age or exited the program 64.8%

13. Quality Not a One Shot Deal Fairly High Turnover of Staff On-Going Professional Development Requirement – Practitioners – Data Entry Individuals SEA – LEA Data Quality Checks – Targeted Annually

14. Next Steps Delve Deeper Into The Data Analyze Data by Subgroups – Classification of Disability – Time in Intervention – Age – LEA Compare COSF ratings of “outgoing-incoming” Part C populations Data Coach Support to LEAs