Building Outcome Data into a State On-Line Data System

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Building Outcome Data into a State On-Line Data
System

• A birth through five project in Kansas
• Margy Hornback, Ed.D.,
• Kansas Part B 619 Coordinator

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AGENDA
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Overview/Agenda

• Background information.20 minutes
• Discussion
• Outcomes Web System..35 minutes
• Discussion
• Integrated Data System35 minutes
• Discussion

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BACKGROUND INFORMATION
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Information About Kansas

• Part C lead agency is Kansas Department of Health
  and Environment (KDHE)
• Part B lead agency is Kansas State Department of
  Education (KSDE)
• History of collaboration between the two lead
  agencies.
• History of local control in Kansas

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Process

• Formed a stakeholders advisory and work group
• Collaboration with Early Childhood Outcomes
  Center through Juniper Gardens Childrens Project
  to preserve local control as much as possible
• Determined Part C exit data can be used as Part B
  entry data to encourage collaboration during
  transition

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Process

• Decision to use curriculum based assessments
  based on encouraging partnerships with community
  programs and potential for program improvement
• Sent survey to determine what assessments were
  currently used in field
• Analyzed results and chose 8 most commonly used
  curriculum based assessments
• 80 of programs responding to survey were
  currently using 1 of the 8 curriculum based
  assessments

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Approved Curriculum Based Assessments

• Assessment and Evaluation Programming System
  (AEPS)
• Carolina Curriculum
• Creative Curriculum
• Hawaii Early Learning Profile (HELP)
• High Scope Child Observation Record (COR)
• Individual Growth and Development Indicators
  (IGDIs)
• Transdisciplinary Play-Based Assessment (TPBA)
• Work Sampling System (WSS)

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Transition Period to Adopt CBA From April
2006-2007

• Transition Assessments
• Weschler Primary and Preschool Scale of
  Intelligence
• Stanford Binet Scale of Intelligence
• Woodcock Johnson
• Bayley Scales of Infant Development
• Battelle Developmental Inventory
• Differential Ability Scales
• Allows programs time to adopt CBA and train staff
  on its use

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Trainings and Pilot

• Trainings on process for completing ECO summary
  form completed
• Trainings on Outcomes Web System completed
• Pilot study in planning stages

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Discussion on BackgroundInformationWhat
decisions were made by other states?
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Outcomes Web SystemAn ongoing process
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The KIDS Assignment System

• The KIDS Assignment System assigns a unique
  randomly generated state identification number.
  The Assignment System is based on a vendor
  software package.

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Roles for persons involved in deciding the summary ratings Roles for persons involved in deciding the summary ratings
Assistive Technology Facilitator Assistant Director of Special Education Services Audiologist Behavioral Specialist Childcare Provider Community Preschool Director Community Preschool Teacher Consultant (i.e. vision, hearing) Counselor Director of Special Education Services Early Childhood Teacher Early Head Start Coordinator Early Head Start Specialist/Home Visitor ECSE Coordinator ECSE Teacher Elementary School Principal Family Service Coordinator Family Supports /Respite Care Provider Head Start Administrator Head Start Disabilities Coordinator Head Start Teacher Infant/Toddler Coordinator Infant/Toddler Teacher Mental Health Provider Nurse Nutritionist Occupational Therapist Orientation and Mobility Specialist Paraeducator Parent/Legal Guardian Parent Educator Physical Therapist Physician Psychologist Sign Language Interpreter Social Worker Speech Language Pathologist SRS Representative Student Teacher/Practicum Student
Table 2
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Outcome 1 screen
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Discussion on Outcomes Web SystemHow are other
states collecting data?
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Integrated Data System
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Integrated Data System

• Part C Transition and Outcomes Data
• Part B SEAMIS Data (i.e. service settings,
  primary and secondary exceptionality, related
  services, IEP date)
• Part B SPP Indicator Data
• K-12 KIDS Data (i.e. school lunch eligibility,
  state assessment data, 504, ESOL program, Title I
  supplemental educational services, special
  education services entry/exit date)

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No Child Left Behind and IDEA 2004

• Need for valid and accurate data.
• Need for efficiency and effectiveness in
  managing, storing, retrieving, and analyzing data
• Need for integrating data sets
• Need to provide evidence-based
• technical assistance to I/T networks and
  districts to improve the achievement for all
  children

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Possibilities for Kansas

• Examine student achievement data longitudinally
• Analyze LRE issues in relation to student
  achievement
• Follow assessment performance of students who
  are exited from special education
• Complete 3-way analysis (i.e. determine the
  relationship among LRE, ethnicity, and
  achievement)
• Examine other factors in relation to special
  education (ELL, SES, number of years in the
  school system)

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Reports generated will be guided by

• Stakeholder input
• Key policy questions
• Reporting requirements
• State goals/needs
• Needs of I/T networks and LEAs

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Challenges

• Confidentiality Issues
• Ongoing training of data entry personnel
• Working with staff from different departments and
  different agencies and still meeting timelines
• Talking the same language
• Assignment of unique student IDs across systems
• Ongoing process of refinement

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Discussion on Integrated Data SystemsWhat are
other states doing?