Early Childhood Outcomes CenterEarly Childhood Outcomes Center 1
Involving Involving FamiliesFamilies
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Informing FamiliesInforming Families
What are you doing to inform families about the data collection? Why it is occurring What it involves What it means for them and their child
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www.the-eco-center.orgwww.the-eco-center.org
Federal and State Activities
State Activities
http://www.fpg.unc.edu/~eco/whatstates.cfm#State_sites
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Preparing FamiliesPreparing Families
Helping families be active participants in the discussion What is working? What is not working?
General principle: Families need to know what to expect
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What Do We Expect from What Do We Expect from FamiliesFamilies
Yes - That they will be able to provide rich information about their child’s functioning across settings and situation
Maybe but not necessarily – That they will know whether their child is showing age appropriate behavior
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Involving Families in a Involving Families in a Conversation about Their ChildConversation about Their Child
Avoid jargon Avoid questions that can be answered
with a yes or no “Does Anthony finger feed himself?”
Ask questions that allow parents to tell you what they have seen “Tell me about how Anthony eats”
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Involving Families in a Involving Families in a Conversation about Their ChildConversation about Their Child
What is working? What is not working?
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Involving Families in the Involving Families in the Rating DiscussionRating Discussion
What % of families are participating?
How are you doing this? What is working? What is not working?
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Families’ Right to COSF Families’ Right to COSF InformationInformation
All families have a right to know what ratings have given to their child -- and to the records containing the information.
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Quality Review of DiscussionQuality Review of Discussion
ActivityActivity
Including Families in the Rating Discussion
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Looking for Quality DataLooking for Quality Data
I know it is in here somewhere
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ActivityActivity What factors work to improve the
quality of your data? What factors work to lessen the
quality of your data? How to address these factors?
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Take Home MessageTake Home Message
If you conclude the data are not (yet) valid, they cannot be used for program effectiveness, program improvement or anything else.
What do you if the data are not as good as they should be?
Answer: Continue to improve data collection through ongoing quality assurance
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Many steps to ensuring quality dataMany steps to ensuring quality data
BeforeGood data collection/Training
Good data system and data entry procedures
During
Ongoing supervision of implementation
Feedback to implementers
Refresher training
AfterReview of COSF records
Data analyses for validity checks
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Many steps to ensuring quality dataMany steps to ensuring quality data
BeforeGood data collection/Training
Good data system and data entry procedures
During
Ongoing supervision of implementation
Feedback to implementers
Refresher training
AfterReview of COSF records
Data analyses for validity checks
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Promoting quality dataPromoting quality data
Training and support before and during data collection
Analysis of the data after data collection
Data system and verification after data collection
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Promoting Quality DataPromoting Quality Data
Through training and communication
related to: Assessment Understanding the
COSF process Age expectations Data entry
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Promoting Quality DataPromoting Quality Data
Through training materials, such as Video team and child examples Written child examples “Quizzes” for ensuring learning
Refresher trainings –
Beware of Drift!!
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Promoting Quality DataPromoting Quality Data
Through data systems and verification, such as
Data system error checks Good data entry procedures
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Many steps to ensuring quality dataMany steps to ensuring quality data
BeforeGood data collection/Training
Good data system and data entry procedures
During
Ongoing supervision of implementation
Feedback to implementers
Refresher training
AfterReview of COSF records
Data analyses for validity checks
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Ongoing supervisionOngoing supervision
Review of the process Is the process high quality? Are teams reaching the correct rating?
Methods Observation Videos
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Quality Review of COSF Quality Review of COSF Team DiscussionTeam Discussion
1. Do all team members participate in the discussion?
2. Is parent input considered in the rating? Give examples.
3. Is the team documenting the rating discussion? Give examples.
4. Does the team discuss multiple assessment sources? What are they?
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Quality Review of COSF Quality Review of COSF Team DiscussionTeam Discussion
5. Does the team describe the child’s functioning, rather than just test scores? Give examples.
6. Does the discussion include the child’s full range of functioning, including skills and behaviors that are age appropriate, immediate foundational, and leading to immediate foundational? Give examples.
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Quality review through process Quality review through process checkschecks
Provider surveys Self assessment of competence Knowledge checks Process descriptions (who participates?) Identification of barriers
Kansas survey Alaska’s survey
Questions from Alaska’s SurveyQuestions from Alaska’s Survey
3. How would you rate your own level of proficiency with the COSF process? (please select only one)
I am confident I know how to do it, and I do it well
I know how to do it, but I need some more practice and assistance
I understand it to a point, but I need more training
I do not know how to do this yet
4. Some cases are different from others, but of the choices below, which process seems to be the most typical in your experience? (please select only one)
I gather information and determine COSF ratings on my own
I gather information and consult with another provider to determine COSF ratings
I gather information and consult with the family to determine COSF ratings
I gather information, discuss it with a team and the team determines the COSF ratings
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Ongoing SupervisionOngoing Supervision
Feedback to teams is critical Refresher training Beware of
Auto pilot Drift
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Quality Review of COSF Quality Review of COSF Team DiscussionTeam Discussion
ActivityActivity
Observe team video
Evaluate quality
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Many steps to ensuring quality dataMany steps to ensuring quality data
BeforeGood data collection/Training
Good data system and data entry procedures
During
Ongoing supervision of implementation
Feedback to implementers
Refresher training
AfterReview of COSF records
Data analyses for validity checks
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Quality Review of Completed Quality Review of Completed COSFsCOSFs
Is the COSF complete?
Is there adequate evidence for the basis for the rating?
Does the evidence match the appropriate outcome area?
Is the evidence based on functional behaviors?
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Quality Review of Completed Quality Review of Completed COSFsCOSFs
Is there evidence that the child’s functioning across settings and situations considered?
Are the ratings consistent with the evidence?
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Quality Review of COSFQuality Review of COSF
ActivityActivity
Review completed COSF with errors
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Promoting quality data through Promoting quality data through data analysisdata analysis
Examine the data for inconsistencies
If/when you find something strange, look for other data that might help explain it.
Is the variation caused by something other than bad data?
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The validity of your data is The validity of your data is questionable if…questionable if…
The overall pattern in the data looks ‘strange’ Compared to what you expect Compared to other data Compared to similar
states/regions/school districts
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COSF Ratings - FallCOSF Ratings - Fall
Rating Class 1 Class 2 Class 3 Class 4
1 3 1 1 2
2 4 1 2 2
3 5 2 3 3
4 6 3 2 4
5 1 4 5 4
6 1 5 5 4
7 0 4 2 1
Spring
Fall 1 2 3 4 5 6 7 total
1 1 4 2 7
2 1 1 5 6 9 3 1 26
3 2 15 14 27 19 6 83
4 4 4 21 39 28 12 108
5 1 12 14 71 86 48 232
6 1 3 21 48 63 136
7 2 18 23 56 99
Review Total 2 13 38 60 185 207 186 691
Outcome 3: Appropriate Action
Spring
Fall 1 2 3 4 5 6 7 total
1 1 4 2 7
2 1 1 5 6 9 3 1 26
3 2 15 14 27 19 6 83
4 4 4 21 39 28 12 108
5 1 12 14 71 86 48 232
6 1 3 21 48 63 136
7 2 18 23 56 99
Review Total 2 13 38 60 185 207 186 691
Outcome 3: Appropriate Action
Spring
Fall 1 2 3 4 5 6 7 total
1 1 4 2 7
2 1 1 5 6 9 3 1 26
3 2 15 14 27 19 6 83
4 4 4 21 39 28 12 108
5 1 12 14 71 86 48 232
6 1 3 21 48 63 136
7 2 18 23 56 99
Review Total 2 13 38 60 185 207 186 691
Outcome 3: Appropriate Action
Spring
Fall 1 2 3 4 5 6 7 total
1 1 4 2 7
2 1 1 5 6 9 3 1 26
3 2 15 14 27 19 6 83
4 4 4 21 39 28 12 108
5 1 12 14 71 86 48 232
6 1 3 21 48 63 136
7 2 18 23 56 99
Review Total 2 13 38 60 185 207 186 691
Outcome 3: Appropriate Action
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OSEP CategoriesOSEP Categories
OSEP CategoriesClass 1
(%)Class 2
(%)Class 3
(%)
e. Maintained Age Appro Trajectory 23 16 24
d. Changed Traj – Age Appro 15 23 13c. Changed Traj – Closer to
Age Appropriate 32 34 37
b. Same Trajectory -Progress 28 21 25
a. Flat Trajectory – No Prog. 2 6 1
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Questions to askQuestions to ask
Do the data make sense? Am I surprised? Do I believe the data?
Believe some of the data? All of the data?
If the data are reasonable (or when they become reasonable), what might they tell us?
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ValidityValidity
Validity refers to the use of the information Does evidence and theory support the
interpretation of the data for the proposed use?
Or Are you justified in reaching the inference
you are reaching based on the data? Standards for Educational and Psychological Testing (1999) by
American Educational Research Association, American Psychological Association, National Council on Measurement in Education
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The validity of your data is The validity of your data is questionable if:questionable if:
?
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….not all providers are not knowledgeable about in the COSF process
…not all providers are careful with the COSF process
…the data look “strange” …etc.
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Many steps to ensuring quality dataMany steps to ensuring quality data
BeforeGood data collection/Training
Good data system and data entry procedures
During
Ongoing supervision of implementation
Feedback to implementers
Refresher training
AfterReview of COSF records
Data analyses for validity checks