Indicator 7 Child Outcomes MAKING SENSE OF THE DATA June 2010 1.
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Transcript of Indicator 7 Child Outcomes MAKING SENSE OF THE DATA June 2010 1.
Indicator 7 Chi ld Outcomes
MAKING SENSE OF THE DATAJune 2010
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2
Indicator #7 – Child Outcomes
Percent of preschool children with IEPs
who demonstrate improved:1. Social-emotional skills (including social
relationships)2. Acquisition and use of knowledge and
skills (including early language/communication and early literacy)
3. Use of appropriate behaviors to meet their needs
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What Happens to the Data? From Entry/Exit Ratings to Summary Statement Percentages
Districts/counties determine child’s
level of functioning using
a 7-point scale and report entry and exit data to
the DPI
DPI converts entry and exit
data into progress
categories
DPI then converts data
from 5 progress categories into 2
summary statements and reports this to
OSEP
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The 7-Point Entry/Exit Rating Scale Definitions
Rating Scale: 1 Child does not yet show functioning expected of
a child his or her age in any situation.
Child’s functioning does not yet include immediate foundational skills upon which to build age- appropriate functioning.
Child’s functioning reflects skills that developmentally come before immediate foundational skills.
Child’s functioning might be described as like that of a much younger child.
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The 7-Point Entry/Exit Rating Scale Definitions
Rating Scale: 2 Child occasionally uses immediate foundational
skills across settings and situations.
More functioning reflects skills that are not immediate foundational than are immediately foundational.
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The 7-Point Entry/Exit Rating Scale Definitions
Rating Scale: 3 Child does not yet show functioning expected of
a child of his or her age in any situation.
Child uses immediate foundational skills, most or all of the time, across settings and situations. Immediate foundational skills are the skills upon which to build age-appropriate functioning.
Functioning might be described as like that of a younger child.
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The 7-Point Entry/Exit Rating Scale Definitions
Rating Scale: 4 Child shows occasional age-appropriate
functioning across settings and situations. More functioning is not age-appropriate than age-appropriate.
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The 7-Point Entry/Exit Rating Scale Definitions
Rating Scale: 5 Child shows functioning expected for his or her
age some of the time and/or in some settings and situations.
Child’s functioning is a mix of age-appropriate and not age-appropriate behaviors and skills.
Child’s functioning might be described as like that of a slightly younger child.
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The 7-Point Entry/Exit Rating Scale continued
Rating Scale: 6 Child’s functioning generally is considered
appropriate for his or her age but there are some significant concerns about the child’s functioning in this outcome area. These concerns are substantial enough to suggest monitoring or possible additional support.
Although age-appropriate, the child’s functioning may border on not keeping pace with age expectations.
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The 7-Point Entry/Exit Rating Scale continued
Rating Scale: 7 Child shows functioning expected for his or her
age in all or almost all everyday situations that are part of the child’s life. Functioning is considered appropriate for his or her age.
No one has any concerns about the child’s functioning in this outcome area.
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5 Progress Categories for Child Outcomes
Percent of preschool 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 it
d. Improved functioning to reach a level comparable to same-aged peers
e. Maintained functioning at a level comparable to same-aged peers
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Key Points in Calculation of Progress Categories
The progress categories describe types of progress children can make between entry and exit
Two COSF ratings (entry and exit) are needed to calculate the child’s progress category
Calculation of progress categories happens at the state level
Progress Category “a”13
a. Percent of preschool children who did not improve functioning
Children who acquired no new skills and regressed during their time in the program
Children who did not gain or use even one new skill
Children with degenerative conditions/significant disabilities
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Entry Exit
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Entry Exit
Progress Category “b”16
b. Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers Children who acquired new skills but continued
to grow at the same rate throughout their time in the program
Children who gained and used new skills but did not increase their rate of growth or change their growth trajectories while in services
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Entry Exit
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Entry Exit
Progress Category “c”19
c. Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it Children who acquired new skills and accelerated
their rate of growth during their time in the program
Children who made progress toward catching up with same-aged peers but were still functioning below age expectations when they left the program
Children who changed their growth trajectories --“narrowed the gap”
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Entry Exit
Progress Category “d”21
d. Percent of preschool children who improved functioning to reach a level comparable to same-aged peers
Children who were functioning below age expectations when they entered the program but were functioning at age expectations when they left
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Entry Exit
Progress Category “e”23
e. Percent of preschool children who maintained functioning at a level comparable to same-aged peers Children who were functioning at age expectations
when they entered the program and were functioning at age expectations when they left
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Entry Exit
25
Entry Exit
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2008-2009 Progress Category Data
0102030405060
2 1 110 14
718
23
11
30
45
27
39
17
53
ABCDEP
ercen
tag
e
Progress Categories
Key
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Outcome #1 Comparison with National DataPositive social -motional skills (including social relationships)
A B C D E0
5
10
15
20
25
30
35
40
45
2
10
18
30
39
4.2
12.5
22.625.8
35.1
WisconsinNational
Progress Categories
Perc
en
tag
e
28
Outcome #2 Comparison with National DataAcquisition and use of knowledge and skills (including early language/communication and early literacy)
A B C D E0
5
10
15
20
25
30
35
40
45
50
1
14
23
45
17
4
15.3
27.1 26.5 27.1
Wisconsin National
Progress Categories
Perc
en
tag
es
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Outcome #3 Comparison with National DataUse of appropriate behaviors to meet their needs
A B C D E0
10
20
30
40
50
60
1
711
27
53
3.9
12.9
47.8
26.2
39.2
WisconsinNational
Progress Categories
Perc
en
tag
es
The Summary Statements30
Of those preschool children who entered the preschool program below age expectations in each Outcome, the percent of those preschool children who substantially increased their rate of growth by the time they turned 6 years of age or exited the program.
The percent of preschool children who were functioning within age expectations in each Outcome by the time they turned 6 years of age or exited the program.
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Summary Statement #1
Of those preschool children who entered the preschool program below age expectations in each Outcome, the percent of those preschool children who substantially increased their rate of growth by the time they turned 6 years of age or exited the
program.
In other words… How many children changed growth trajectories during their time in the program?
Percent of the children who made greater than expected gains, made substantial increases in their rates of growth, i.e. changed their growth trajectories.
Formula
dcba
dc
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Summary Statement #2
The percent of preschool children who were functioning within age expectations in each Outcome by the time they turned 6
years of age or exited the program.
In other words… How many children were functioning within the bounds of age expectations when they left the program?Percent of the children who were functioning at age expectations in this outcome area when they exited the program, including those who:•started out behind and caught up (”d”)•Entered and exited at age level (“e”)
Formula
edcba
ed
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Wisconsin Baseline and Targets for Summary Statements (SS)
2008-2009 Data
Baseline
2009-2010 Target
2010-2011 Target
Outcome #1 – Positive Social- Emotional Skills
SS #1 – 79.0 SS #2 – 69.5
SS #1 – 79.2 SS #2 – 69.7
SS #1 – 79.4 SS #2 – 69.9
Outcome #2 – Acquiring and
Using Knowledge &
Skills
SS #1 – 81.9SS #2 – 61.7
SS #1 – 82.1SS #2 – 61.9
SS #1 – 82.3 SS #2 – 70.1
Outcome #3 – Using
Appropriate Behavior to Meet Needs
SS #1 – 81.8 SS #2 – 80.3
SS #1 – 82.0 SS #2 – 80.4
SS #1 – 82.8 SS #2 – 80.5
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What Does This Mean for Outcome #1 – Positive Social-Emotional Skills?
Summary Statement 1Of those preschool children who entered the preschool program below age expectations in Outcome #1, 79.0% substantially increased their rate of growth by the time they turned 6 years of age or exited the program.
Summary Statement 269.5% of preschool children were functioning within age expectations in Outcome #1 by the time they turned 6 years of age or exited the program.
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What Does This Mean for Outcome #2 – Acquiring & Using Knowledge & Skills?
Summary Statement 1Of those preschool children who entered the preschool program below age expectations in Outcome #2, 81.9% substantially increased their rate of growth by the time they turned 6 years of age or exited the program.
Summary Statement 261.7% of preschool children were functioning within age expectations in Outcome #2 by the time they turned 6 years of age or exited the program.
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What Does This Mean for Outcome #3 – Using Appropriate Behavior to Meet Needs?
Summary Statement 1Of those preschool children who entered the preschool program below age expectations in Outcome #3, 81.8% substantially increased their rate of growth by the time they turned 6 years of age or exited the program.
Summary Statement 280.3% of preschool children were functioning within age expectations in Outcome #3 by the time they turned 6 years of age or exited the program.
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Essential Knowledge to Improve Data
Quality COSF team members must…Know about the child’s functioning across
settings and situationsUnderstand age-expected child developmentUnderstand the content of the three child
outcomesKnow how to use the rating scaleUse the Decision Tree in the rating processUnderstand age expectations for child
functioning within the child’s culture
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Quality Indicators of a Good COSF Discussion
All team members participateParent input is respectfully consideredMultiple sources of assessment information
considered (observation, family report, formal “testing”)
Team describes child’s functioning (not just test scores)
Discussion includes child’s full range of functioning
Team documents the rationale for the rating
