Incorporating Early Childhood into Longitudinal Data Systems: What, Why and How

Incorporating Early Childhood into Incorporating Early Childhood into Longitudinal Data Systems: Longitudinal Data Systems:

What, Why and HowWhat, Why and How

Kathy Hebbeler, ECO at SRI InternationalLynne Kahn, ECO at FPG

Presented at the OSEP Leadership Conference, Washington, DC August 2009

Early Childhood Outcomes Center2

Early Childhood Outcomes (ECO) CenterEarly Childhood Outcomes (ECO) Center

• Initially, a 5-year project funded by OSEP in October 2003.

• Funded again October 2008 for another 5 years.• Provide national leadership and technical

assistance to states to advance the implementation of high-quality outcomes systems for early intervention and preschool special education programs.


Can your state answer these Can your state answer these questions?questions?

• What percentage of children who received early intervention services are receiving special education services in kindergarten?

• For how many years do children who first receive special education services as preschoolers receive special education services? How many receive services in Grade 1? Grade 3?

• What percentage of children who received special education services as preschoolers are reading at grade level in Grade 3? – How does this percentage differ across districts or regions?

States have exciting new data about States have exciting new data about EC Special Education programs!!EC Special Education programs!!

• In February, 2010, states will report data to OSEP on the effectiveness of their Part B Section 619 programs (APR Indicator B7)

• This data can provide a foundation for a longer look at children’s success in school and in life


New information on the progress New information on the progress children make in EC programschildren make in EC programs

• What you will know:– Which children

leave preschool 619 services functioning at age expectations

• Questions you can ask:– What percentage of

these children later receive SpEd services?

– How do these children perform on assessments in Grade 3? Grade 8? HS?

– Do they graduate?Early Childhood Outcomes Center

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increase their rate of growth with preschool 619 services, but don’t catch up to age expectations

• Questions you can ask:– Do these children continue

to catch up in Sp Ed services in the early grades?

– How long do these children continue to be eligible for Sp Ed services?

– How do these children perform on Grade 3 assessments? Grade 8?Early Childhood Outcomes Center

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leave preschool 619 services with the most significant service and support needs

• Questions you can ask:– What proportion of the

time do these children participate in regular classrooms in grade 3? Grade 8?

– What proportion participate in statewide assessments?



Where the new information Where the new information comes fromcomes from

• OSEP Reporting Requirements: Child Outcomes (Indicator C3 and B7)

• % of Children who make progress in:– Positive social emotional skills

(including positive social relationships)– Acquisition and use of knowledge and

skills (including early language/ communication [and early literacy])

– Use of appropriate behaviors to meet their needs


OSEP Child Outcome Reporting: OSEP Child Outcome Reporting: Categories of Child ProgressCategories of Child Progress

Percentage of children who: a. Did not improve functioningb. 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 itd. Improved functioning to reach a level comparable to

same-aged peerse. Maintained functioning at a level comparable to same-

aged peers

3 outcomes x 5 “measures” = 15 numbers

Illustration of 5 Possible Develomental Trajectories (i.e, the OSEP Reporting Categories)

0

10

20

30

40

50

60

70

1 6 11 16 21 26 31 36 41 46 51 56Age in Months

Sco

re

Maintained functioning comparable to age peers

Achieved functioning comparable to age peers

Moved nearer functioning comparable to age peers

Made progress; no change in trajectory

Did not make progress

Children Identified for Services Under IDEA Children Identified for Services Under IDEA by Age (2005)by Age (2005)

100,000

200,000

300,000

400,000

500,000

600,000

0

Number

N = 7,005,463

Infants and toddlers N = 294,714

60,23894,445 153,320

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21Age

Totalnumber

411,206 487,806 508,789 519,151299,772 519,394 417,249 13,348

41,865 158,404 245,526 361,130 453,485 503,519 513,795 521,054 484,057 209,320 28,590

(From IDEAdata.org)


Changing service needs Changing service needs

Status of former early intervention

recipients in Kindergarten

(from the National Early Intervention Longitudinal

Study (NEILS))

IEP54%

No IEP35%

Disability,

No IEP

11%

www.sri.com/neils/


Changing Service NeedsChanging Service Needs

Among 3, 4, and 5 year olds receiving special education, – One year later, 16% were no longer receiving

special education– A year after that, another 13% were no longer

receiving special education(from the Pre-Elementary Longitudinal Study (PEELS)

www.peels.org

Hypothetical Language Acquisition Rates for Three Groups of Children: Change in

Developmental Trajectory (Progress toward Closing the Gap)

0

10

20

30

40

50

60

70

1 6 11 16 21 26 31 36 41 46 51 56

Age in Months

La

ng

au

ge

Sc

ore

Typically developing children

Typically developing children (lower)

Children with delays without intervention

Children with delays after intervention

Math and reading achievement at the beginning of kindergarten by socioeconomic

status

15.117.417.5

19.919.121.321

23.624.127.2

0

5

10

15

20

25

30

Math Reading

IRT

Sca

led

Tes

t S

core

Low Low Middle Middle High Middle High

From: Inequality at the Starting Gate (data from ECLS-K)


Early Childhood MattersEarly Childhood Matters

• Intervene early to reduce the gap– Is this happening in your state?– Where? – With which children?

• How do you know EC services are making a difference? For how long?

• Effective early childhood services cannot inoculate children against poor instruction later.


A State Example: Colorado’s A State Example: Colorado’s Results MatterResults Matter

Purpose to positively influence the lives of children

and families by using child, family, program and system outcomes

data to inform early childhood practices

and policy

Components• Authentic Assessment

• Longitudinal Analysis

• Family Outcomes • Service and Program Quality

Measures • Professional Development

Longitudinal DataLongitudinal Data

Reading

Writing

Math

Science

CSAP Outcomes for Children Funded by CPP in 1996-97 - Denver Public Schools

0%

10%

20%

30%

40%

50%

60%

3rd 4th 5th 6th 7th 8th 9th 10th 4th 5th 6th 7th 8th 9th 10th 5th 6th 7th 8th 9th 10th 8th 10th

Grade

Stu

den

ts S

cori

ng

Pro

ficie

nt o

r A

dva

nce

d

CPP District

ReadingWriting

Math Science

Thanks to Nick Ortiz of Colorado’s Results Matter and John Crawford of the Denver Public Schools for these data.

5th Grade CSAP Outcomes for Multiple Cohorts of CPP Children - Denver Public Schools

0%

10%

20%

30%

40%

50%

60%

2003 2004 2005 2006 2007 2008 2003 2004 2005 2006 2007 2008 2003 2004 2005 2006 2007 2008

Stu

de

nts

Sc

ori

ng

Pro

fic

ien

t o

r A

dv

an

ce

d

CPP District

Longitudinal DataLongitudinal Data

Reading

Writing

Math

Thanks to Nick Ortiz of Colorado’s Results Matter and John Crawford of the Denver Public Schools for these data.


Making Good Use of Data: Making Good Use of Data: Some Necessary Ingredients Some Necessary Ingredients

• Set of good questions

• Data set with the required elements

• Analytic capability to analyze the data to address the question

• Commitment to use the information for program improvement


Information Infrastructure: Information Infrastructure: Data Needed for Program ImprovementData Needed for Program Improvement

WHO SERVICES

COSTQUALITY

OUTCOMES


Where is your state now?Where is your state now?

WHO SERVICES

OUTCOMES

What do you have?

How much is linked?

WHOSERVICES

COSTQUALITY

OUTCOMES

WHOSERVICES

COST

QUALITY

OUTCOMES

WHOSERVICES

COSTQUALITY

OUTCOMES

PreschoolPreschool

KindergarteKindergartenn

Grade 1Grade 1

Grade 2Grade 2

WHOSERVICES

COSTQUALITY

OUTCOMES

Tracking outcomes over time


Building Longitudinal Data SetsBuilding Longitudinal Data Sets

Need a data set that includes

general and special

education*

Goal: Include data on young children

with disabilities (starting at birth) in

the data set

*because of the movement in and out of special education


ResourcesResources

Data Quality Campaign

www.dataqualitycampaign.org

DQC just beginning to focus on early childhood


Funding Sources

for Longitudinal Data Systems


Statewide Longitudinal Data Statewide Longitudinal Data Systems Grants (IES)Systems Grants (IES)

• $250 million • Grants are for 3 to 5 years for up to $9

million; due November 19, 2009• 2005 – 14 states; 2007 – 12; 2009 – 27• Many states planning to include

preschool• http://nces.ed.gov/programs/slds/


Other funding opportunitiesOther funding opportunities

• State Incentive Grants (i.e., Race to the Top) - $4.35 billion

• Title I Funds - $13 billion• Head Start - $1 billion

– State Advisory Councils on Early Childhood Education

– “develop recommendations for a unified data collection system for public early childhood programs and services throughout the state”


• See Data Quality Campaign’s Roadmap

http://www.dataqualitycampaign.org/files/DQC-roadmap_singlepgs_FINAL_with_links.pdf

for more information


Extraordinary OpportunityExtraordinary Opportunity

Special education leadership needs to:

• Work to ensure Part C and 619 are/will be part of the state’s early childhood data system

• Work to ensure early childhood data are/will be linked to K-12

Visit us at

www.the-eco-center.org

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EC Outcomes Data: new data EC Outcomes Data: new data showing program effectivenessshowing program effectiveness

• Question 1: How many children changed growth trajectories during their time in the program?

• Summary Statement 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 turned 6 years of age or exited the program.


EC Outcomes Data: new data EC Outcomes Data: new data showing program effectivenessshowing program effectiveness

• Concept 2: How many children were functioning like same aged peers when they left the program?

• Summary Statement 2: The percent of children who were functioning within age expectations in each Outcome by the time they turned 6 years of age or exited the program


Note: In February 2010, states will set targets for the percentages in these summary statements

Incorporating Early Childhood into Longitudinal Data Systems: What, Why and How

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