Using the Early Childhood Outcomes Summary Form

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Using the Early Childhood Outcomes Summary Form

• Presentation Modified by Dee Gethmann
• Iowa Department of Education
• October 2006
• Author of Original Presentation
• Kathy Hebbeler
• ECO Center at SRI International

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Overview

• Why collect Early Childhood Outcomes data?
• Understanding Early Childhood Outcomes
• Measuring Childrens Accomplishments of the 3
  Early Childhood Outcomes
• Using the Early Childhood Outcomes Summary Form
• Practice with the Early Childhood Outcomes
  Summary Form

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Iowas Early Childhood OutcomesPurpose

• Develop and Implement a Statewide Accountability
  System to Measure Outcomes for Infants and
  Toddlers in Early ACCESS and Preschoolers in
  Early Childhood Special Education

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Early Childhood OutcomesTarget Population

• Early ACCESS
• Infants and Toddlers
• All infants and toddlers that have an IFSP
• Include children when transitioning at the age of
  3
• Early Childhood Special Education
• Preschoolers
• All preschool children that have an IEP
• Include children when transitioning from ECSE
  services to kindergarten
• Include children receiving ECSE services and
  Kindergarten services (Part-Time/Part-Time)
• Does NOT include children that begin receiving
  special education services in kindergarten

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The Essential Question

• Are students with disabilities entering school
  ready to learn at high levels?

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• Why Collect Early Childhood Outcomes Data?

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How will this make a difference for children and
families?

• System of Accountability
• Looking at Results
• Requirement to report in IDEA 2004
• Provide information to the public
• Data Reported by AEA and LEA
• Document effectiveness of Early ACCESS and Early
  Childhood Special Education (ECSE) services

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How will this make a difference for children and
families?

• System of Accountability
• Looking at Results
• Provide leadership to advance assessment
  practices and data use
• Improve developmentally appropriate practices,
  instruction and outcomes for children (EC
  Blueprint)
• Use data to plan and implement effective
  curricula, assessments, and interventions (EC
  Blueprint)

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• Understanding
• Early Childhood Outcomes (ECO)

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Three Early Childhood Outcomes Areas

• Children with IFSP/IEP who demonstrate improved
• Positive social-emotional skills (including
  social relationships)
• Acquisition and use of knowledge and skills
  (including early language/communication and early
  literacy for preschoolers)
• Use of appropriate behaviors to meet their needs

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The 3 ECO Areas Refer to the Whole Child

• Represent Critical Skills that
• Promote positive outcomes for young children
• Support active and successful participation in
  everyday activities and routines, now and in the
  future
• Integrate all areas of development
• Prepare children to enter school ready to learn
  at high levels (The Essential Question)

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Thinking Functionally (within age-expected
bounds)

• Not just.
• Know how to make eye contact, smile, and give a
  hug
• Know how to imitate a gesture when prompted by
  others
• Use finger in pointing motion
• Show a skill in a specific situation

• But does he/she
• Initiate affection toward caregivers and respond
  to others affection
• Watch what a peer says or does and incorporate it
  into his/her own play
• Point to indicate needs or wants
• Use a skill in actions across settings and
  situations to accomplish something meaningful to
  the child

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ECO Area 1 Children have positive
social-emotional skills

• Involves
• Relating with adults
• Relating with other children
• For older children - following age appropriate
  rules, limits, and routines
• Participates/contributes as part of a group
• Includes areas like
• Attachment/separation/ autonomy
• Expressing emotions and feelings
• Social interactions and play

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ECO Area 2 Children acquire and use knowledge
and skills

• Involves
• Thinking
• Reasoning
• Remembering
• Problem-solving
• Using symbols and language
• Understanding physical and social worlds
• Includes
• Early concepts symbols, pictures, numbers,
  classification, spatial relationships
• Pre-writing scribbling, shapes, pictures,
  letters
• Object permanence
• Expressive language and communication

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ECO Area 3 Children use appropriate behaviors
to meet their needs

• Involves
• Taking care of basic needs
• Getting about in the environment
• Daily living skills
• In older children, contributing to their own
  safety, fitness, and health care
• Includes
• Integrating motor skills to complete tasks
• Self-help skills (e.g., dressing, feeding,
  grooming, toileting, household responsibility)
• Acting on the world to get what one wants
• Engaging in play
• Persisting in activities

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CHILDRENS DEVELOPMENT IS INTERCONNECTED
To be active and successful participants now and
in the future in a variety of settings
To be active and successful participants now and
in the future in a variety of settings
Masters the environ-ment
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How do we describe the ECO Areas in Iowa?

• Iowas Alignment of
• Early Childhood Outcome Areas
• IFSP Outcome/IEP Goal Codes used in IFSP/IEP
  Results
• Iowa Early Learning Standards
• February 2006, Iowa Dept. of Education

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ECO Will Help Us Look at Our Results to Ensure

• Early ACCESS/ECSE is
• Making a difference for children and families
• so that children with developmental delays and
  disabilities are entering school ready to learn
  at high levels

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• Measuring Childrens Accomplishment of
  the 3 Early Childhood Outcomes

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Measuring Childrens Accomplishments

• What is Assessment in Early Childhood?
• Assessment is a generic term that refers to the
  process of gathering information for
  decision-making.
• (McLean, 2004)

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DEC Recommended Practices for Assessment

• Involves multiple measures
• e.g., observations, criterion-curriculum-based
  instruments, interviews, curriculum-compatible
  norm-referenced scales, informed clinical
  opinion, work samples
• Involves multiple sources
• e.g., families, professional team members,
  service providers, caregivers, physicians
• DEC Division for Early Childhood (a division of
  the Council for Exceptional Children)
  http//www.dec-sped.org/

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Use of Multiple Measures and Multiple Sources

• Iowa refers to this as RIOT
• Record Reviews
• Interviews
• Observations
• Tests/Assessments

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Examples

• Measures
• Reports
• Medical
• Interviews
• Parent Interview
• Observations
• Time Sampling
• Tests/Assessments
• Example Curriculum-based assessments (e.g.,
  Creative Curriculum Child Observation Assessment)
• IFSP/IEP Results

• Sources
• Parents and family members
• Service providers
• Therapists
• Physicians
• Child care providers
• ECSE Teachers
• People familiar with the child across settings
  and situations

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Include Families

• Input from Families is Critical
• Family members see the child in situations that
  professionals do not

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Multiple Measures and Sources Need to Address
Childrens Functioning

• ECO Areas Reflect
• Functioning across a variety of settings and
  situations that make up the childs day
• Typical functioning, not childs capacity to
  function under ideal circumstances
• Many pathways to demonstrate accomplishments for
  children with atypical development (e.g., using
  sign language, wheel chair).
• Include any assistive technology or supports the
  child typically uses

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Challenges in Measuring Childrens
Accomplishments

• There is not one measure that will assess the 3
  ECO Areas directly
• Many child assessments are organized around
  developmental domains
• Thus, the need to gather information using
  Multiple Measures from Multiple Sources

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Key Points

• Assumption Children can be described in regard
  to how close they are to age expected behaviors
  and skills for each of the 3 ECO areas
• By definition, most children in the general
  population demonstrate the ECO areas in an
  age-expected way
• By providing services and supports, Early
  ACCESS/ECSE is trying to move children closer to
  age expected behavior

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Summarizing Childrens Accomplishments

• ECO Summary Form is used by IFSP/IEP Teams to
  Summarize this Information

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• Using the Early Childhood Outcomes (ECO) Summary
  FormSummarizing information from multiple
  methods and sources

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The ECO Summary Form

• When do Teams complete the ECO Summary Form?
• Initial IFSP and IEP Meetings
• Annual Review, Re-Evaluation and Exit Meetings
• Must complete when children are leaving or
  exiting services
• Transition from Early ACCESS to ECSE
• Transition from ECSE to Kindergarten

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The ECO Summary Form

• An ECO Summary form for each of 3 ECO areas must
  be reported for every infant/toddler with an IFSP
  or preschooler with an IEP.
• Data are needed in all ECO areas even if
• No one has concerns about a childs development
• A child has delays in one or two ECO areas, but
  not in all three ECO areas

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The ECO Summary Form

• Comparison to peers or standards
• To what extent does this child show
  age-appropriate functioning in the area of ECO
  Area across a variety of settings and
  situations?
• Using a 7-Point Rating Scale

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The ECO Summary Form

• Childs Ratings are a snapshot of
• The whole child
• Functioning
• Across settings and situations
• Rather than
• Skill by skill,
• In one standardized way, or
• Split by domains

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The ECO Summary Form

• Progress
• Has the child shown any new skills or behaviors
  related to ECO Area since the last IFSP/IEP
  meeting?

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The ECO Summary Form

• Childs Progress is based on any of the
  following
• Acquisition of a new skill or behavior since the
  last IFSP or IEP meeting
• Independent demonstration of a skill or behavior
• Progression made toward achieving IFSP Outcomes
  or IEP Goals
• Improvement of skills and behaviors to a level
  nearer to age-appropriate functioning

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The ECO Summary Form

• Supporting Evidence for Outcome Rating and
  Progress in ECO Area
• Information gathered from various procedures and
  multiple sources of data
• RIOT
• Progress monitoring data
• IFSP and IEP Results data
• Age appropriate expectations

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Using the Early Childhood Outcomes Summary
FormDetermining a Childs Rating and Progress
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The Comparison to Peers or Standards (Questions
1a, 2a, 3a)

• Thinking about each ECO area
• To what extent does this child show
  age-appropriate functioning in the area of ECO
  Area across a variety of settings and situations?

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To Decide on a Childs Rating

• Know what behaviors and skills are appropriate
  for the childs age
• How do children who are developing typically
  function on this ECO area?
• Review the multiple sources of information to
  determine how the child functions across a
  variety of situations and settings
• Understand the differences between the outcome
  rating scale from 1 to 7

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Childs Ratings in the ECO Areas

• The IFSP or IEP Team determining the childs
  rating reach consensus on a number between 1 and
  7.
• Descriptions are given for numbers
• 7 Completely
• 5 Somewhat
• 3 Emerging
• 1 Not Yet
• Check 2, 4, or 6 if the childs functioning is
  in between. That is, the child functions with
  more skill than the lower number, but not quite
  as described in the higher number.

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7 Completely means

• Child shows functioning expected for his/her age
  in all or almost all of everyday situations that
  are part of a childs life
• home, store, park, child care, with strangers,
  etc.
• Functioning is considered appropriate for his/her
  age
• No concerns

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6 Between completely and somewhat means

• Childs functioning is generally considered
  appropriate for his/her age
• Some concerns about the childs functioning

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5 Somewhat means

• Functioning expected for his/her age some of the
  time and/or in some situations
• Mix of appropriate and not age- appropriate
• Might be more like a slightly younger child

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3 Emerging means

• Child does not yet show functioning expected of a
  child of age in any situation
• Skills and behaviors include immediate
  foundational skills upon which to build
  age-appropriate functioning
• Saying one word is a foundational skill to
  putting two words together
• Playing beside one another before they interact
  in play
• Might be more like a younger child

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1 Not Yet means

• Child does not yet show functioning expected of a
  child of his/her age in any situation
• Skills and behaviors do not yet include any
  immediate foundational skills upon which to build
  age-appropriate functioning
• Might be more like a much younger child

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None Quite Fit?

• Use the in-between Outcome Ratings of 2, 4, and 6
  for children who have some characteristics of two
  different descriptions

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The Progress Question (1b, 2b, 3b)

• Progress based on childs own past performance
• Has the child shown ANY new skills or behaviors
  related to ECO Area since the last IFSP or IEP
  Meeting?
• Yes
• No
• Not Applicable because Initial IFSP/IEP Meeting
• Small steps of progress count!
• Most will check yes

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Supporting Evidence for Outcome Rating and
Progress (1c, 2c, 3c)

• On the ECO Summary form, IFSP and IEP Teams will
  need to document
• What methods (RIOT) were used to determine
  childs rating and progress
• What were the specific sources of information
• E.g. Parent, ECSE Teacher, SLP, XYZ Assessment
• What were the relevant results that support the
  teams decisions
• Provides a record of the basis for the decisions

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Supporting Evidence for Outcome Rating and
Progress (1c, 2c, 3c)
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EXAMPLE Supporting Evidence for Outcome Rating
and Progress for Appropriate Behaviors to Meet
their Needs
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• Practice with the Early Childhood Outcomes
  Summary Form

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The Take Home Messages

• Early Childhood Outcomes are not primarily about
  data
• ECO are about doing good things for children and
  families
• And using ECO data as a tool to help programs,
  providers and families know if what they are
  doing is making a difference for children and
  familiesand if not, to make improvements so they
  will!