module 5 understanding the age-expected child development, developmental trajectories and progress...
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Module 5Understanding the Age-Expected
Child Development, Developmental Trajectories and
Progress
Every day, we are honored to take action that inspires the world to discover, love and nurture the greatness in all children.
Overview of Modules
Kids' Potential, Our Purpose
• Module 1: Setting the Stage: Global Child Outcomes and the SFP• Module 2: Learning More About the SFP and COS Rating • Module 3: Essential Knowledge for Completing the SFP and COS
Rating• Module 4: Guidance for Completing the SFP and COS Rating
Within the Team Process• Module 5: Understanding Age-expected Child Development,
Developmental Trajectories, and Progress• Module 6: Using COS Data to Inform Program Improvement at all
Levels
Why collect data?
Why All This Outcomes Data?
What Happens with the Data? What Difference Does It Make?
Kids' Potential, Our Purpose
After this module you will:
Understand how the entry and exit SFP ratings convert into progress categories used for federal reporting Describe how these progress categories relate to developmental trajectoriesUnderstand how the federal reporting categories are converted into the summary statements
Kids' Potential, Our Purpose
Continuous program improvement
Kids' Potential, Our Purpose
Plan (vision) Program characteristics Child and family outcomes
Implement
Check(Collect and analyze data)
ReflectAre we where we want to be?
Child Outcomes Summary Ratings
7: Completely age-expected6: Between “completely” and “somewhat”5: Somewhat age-expected4: Between “somewhat” and “nearly”3: Nearly age-expected2: Between “nearly” and “not yet”1: Not yet age-expected
Kids' Potential, Our Purpose
Key Information for Progress Categories
The OSEP progress categories describe different types of progress children can make between program entry and exitTwo COS ratings (entry and exit), and the yes/no progress question, are needed to calculate what OSEP category describes a child’s progress
Kids' Potential, Our Purpose
Progress Categories
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a Did not improve functioningb Improved functioning, but not sufficient to move nearer
to functioning comparable to same-aged peersc 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
Developmental Trajectories
Kids' Potential, Our Purpose
Developmental Trajectories
Kids' Potential, Our Purpose
Developmental Trajectories
Kids' Potential, Our Purpose
Developmental Trajectories
Kids' Potential, Our Purpose
How changes in SFP data correspond to reporting categories a-e
Progress category “e”
Percent of children who maintain functioning at a level comparable to same-aged peers
Rated 6 or 7 at entry; AND
Rated 6 or 7 at exit
Kids' Potential, Our Purpose
Developmental Trajectories
Kids' Potential, Our Purpose
Developmental Trajectories
Kids' Potential, Our Purpose
Developmental Trajectories
Kids' Potential, Our Purpose
How changes in SFP data correspond to reporting categories a-e
Kids' Potential, Our Purpose
Progress category “d”
Percent of children who improve functioning to reach a level comparable to same-aged peers
Rated 5 or lower at entry; AND
Rated 6 or 7 at exit
Developmental Trajectories
Kids' Potential, Our Purpose
How changes in SFP data correspond to reporting categories a-e
Kids' Potential, Our Purpose
Progress category “c”
Percent of children who improved functioning at a level nearer to same-aged peers, but did not reach it
Rated higher at exit than entry; AND
Rated 5 or below at exit
Developmental Trajectories
Kids' Potential, Our Purpose
Developmental Trajectories
Kids' Potential, Our Purpose
How changes in SFP data correspond to reporting categories a-e
Progress category “b”
Percent of children who improved functioning, but not sufficient to move nearer to same-aged peers
Rated 5 or lower at entry; AND
Rated the same or lower at exit; AND
“Yes” on the progress question
OR
Rated 6 or 7 at entry; AND
Rated 5 or lower at exit; AND
“Yes” on the progress question
Developmental Trajectories
Kids' Potential, Our Purpose
Developmental Trajectories
Kids' Potential, Our Purpose
Developmental Trajectories
Kids' Potential, Our Purpose
Developmental Trajectories
Kids' Potential, Our Purpose
How changes in SFP data correspond to reporting categories a-e
Kids' Potential, Our Purpose
Progress category “a”
Percent of children who did not improve functioning
Rated lower at exit than entry; OR
Rated 1 at both entry and exit; AND
Scored “No” on the progress question (b) (questions 1b, 2b, or 3b on the rating form)
Developmental Trajectories
Kids' Potential, Our Purpose
Developmental Trajectories
Kids' Potential, Our Purpose
Progress Categories
Kids' Potential, Our Purpose
a) Did not improve functioning b) Improved functioning, but not sufficient to move nearer to
functioning comparable to same-aged peersc) 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
Following the Data
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7 Points on Summary Ratings Scale+
1 Yes/No Progress=
5 Progress Categoriesx
3 Child Outcomes=
15 numbers to OSEP=
2 Summary Statements
Purpose of the Summary Statements
The Summary Statements allow states to consider all the children served in early intervention in two categories:
Those that experienced an increase in their development due to receiving servicesThose that left the program at age expectations due to receiving services
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The Summary Statements
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 exited the program.
2. The percent of children who were functioning within age expectations in each Outcome by the time they exited the program.
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Other Ways to Think about Summary Statement 1
How many children changed growth trajectories during their time in the program?Percent of the children who entered the program below age expectations made greater than expected gains, made substantial increases in their rates of growth, i.e. changed their growth trajectories
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c + d___
a + b + c + d
Example of Summary Statement 1
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539+809 =51+966+539+809
13482365= 57.0%
Progress Category
Number of Children
a 51
b 966
c 539
d 809
e 1270
c + d___
a + b + c + d
Other Ways to Think about Summary Statement 2
How many children were functioning like same aged peers 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 andentered and exited at age level
Kids' Potential, Our Purpose d + e_ _
a + b + c + d + e
Example of Summary Statement 2
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1016+1043 =48+869+659+1016+1043
20593635= 56.6%
Progress Category
Number of Children
a 48
b 869
c 659
d 1016
e 1043
d + e_ _ a + b + c + d + e
The National DataPart C Early Intervention
Kids' Potential, Our Purpose
social relationships knowledge and skills action to meet needs0
20
40
60
80
100
70
77 76
7174
76
68
73 73
66
72 73
2008-09 (19 states) 2009-10 (29 states) 2010-11 (39 states) 2011-12 (33 states)
Av
era
ge
Pe
rce
nta
ge
Ac
ros
s S
tate
s
Part C: Greater than Expected Growth Trends Across 4 Years
social relationships knowledge and skills action to meet needs0
20
40
60
80
100
61
54
6162
54
6061
555960
52
59
2008-09 (19 states) 2009-10 (29 states) 2010-11 (39 states) 2011-12 (33 states)
Av
era
ge
Pe
rce
nta
ge
Ac
ros
s S
tate
s
Part C: Exited Within Age Expectations Trends Across 4 Years
The National Data- what is it telling us after four years?
For early intervention:High percentages of children are showing increased rates of growthHigh percentages of children are exiting functioning like same-aged peers
The data have been stable for 4 yearsPart C and Part B Preschool are the only 2 federal EC programs with national data on outcomes
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Child Outcomes Data
National Datahttp://ectacenter.org/eco/assets/pdfs/childoutcomeshighlights.pdf
Washington Datahttp://www.del.wa.gov/publications/esit/docs/LLA_report_card_FY12.pdf
Kids' Potential, Our Purpose
Continuous Program Improvement
Kids' Potential, Our Purpose
Plan (vision) Program characteristics Child and family outcomes
Implement
Check(Collect and analyze data)
ReflectAre we where we want to be?
Knowledge Check
Kids' Potential, Our Purpose
True or False: The 1-7 ratings and the five progress categories are the same thing.
TrueFalse
Progress category and summary statement data are important for looking at data on a:
National levelState levelProgram levelAll of the above
Knowledge Check
Kids' Potential, Our Purpose
True or False: The 1-7 ratings and the five progress categories are the same thing.
False
Progress category and summary statement data are important for looking at data on a:
All of the above
Knowledge Check
Kids' Potential, Our Purpose
True or False: In order to demonstrate progress, a child’s exit rating must be higher than their entry rating.
TrueFalse
Child-specific data is converted into which for federal reporting:
Progress categories and summary statements Developmental trajectoriesEntry and exit ratingsNone of the above
Knowledge Check
Kids' Potential, Our Purpose
True or False: In order to demonstrate progress, a child’s exit rating must be higher than their entry rating.
False
Child-specific data is converted into which for federal reporting:
Progress categories and summary statements
Reflection
Now that I understand what happens to the data after I enter it in the DMS, what do I need to do to improve my ability to get high quality, accurate data on each child?How does understanding the developmental trajectories change my approach to the SFP process?
Kids' Potential, Our Purpose
Additional Resources
Table explaining the five progress categories:http://www.ectacenter.org/eco/assets/pdfs/Federal_Reporting_Categories.pdf
Kids' Potential, Our Purpose
Activity: Converting to Progress Categories:http://www.ectacenter.org/eco/pages/training_activities.asp#COSF_Federal_Progress
Additional Resources
Information about Summary Statements:http://www.ectacenter.org/eco/pages/fed_req.asp#SummaryStatements
Self-directed learning- developmental trajectories:https://unc-fpg-cdi.adobeconnect.com/_a992899727/ecotrajectories/
Kids' Potential, Our Purpose
Using the ECO Calculator
Translates COS entry and exit ratings to the 5 progress categories for federal reporting. Download and practice with the tutor calculator, and get more information on all versions here on the Calculating Progress webpage at:http://ectacenter.org/eco/pages/summary.asp#COSF
Kids' Potential, Our Purpose
Coming Next• Module 1: Setting the Stage: Global Child Outcomes and the SFP• Module 2: Learning More About the SFP and COS Rating • Module 3: Essential Knowledge for Completing the SFP and COS
Rating• Module 4: Guidance for Completing the SFP and COS Rating
Within the Team Process• Module 5: Understanding Age-expected Child Development,
Developmental Trajectories, and Progress• Module 6: Using COS Data to Inform Program Improvement at all
Levels
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