indicator 7: measuring preschool outcomes sarah geldart – ma ese...
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Indicator 7: Measuring Preschool Outcomes
Indicator 7: Measuring Preschool Outcomes
Sarah Geldart MA ESE
[email protected] 781.338.3364
Additional Contact:Lauren Viviani MA 619 Coordinator
[email protected] 781.338.3372
Hello and thank you for joining me for this overview of Indicator 7. My name is Sarah Geldart and I can be reached via email at [email protected] or 781-338-3364. You can also contact our state 619 coordinator, Lauren Vivani at 781-338-3372. This is the first video in a series of 4. This video will provide you with an overview of the Indicator 7 entry data collection and reporting process. There are additional videos explaining the Child Outcomes Summary Process or COS Process which is used to collect this data, a video explaining how to access the security portal to download the spreadsheet and submit this data to ESE, and a video that explains the exit data collection process.
Massachusetts Department of Elementary and Secondary Education1AgendaOverview of State Performance Plan/Annual Performance Report (SPP/APR)Indicator 7Data submission requirements
2In this presentation we will review the State Performance Plan/Annual Performance Report, including Indicator7 and the data submission requirements for this indicator
Massachusetts Department of Elementary and Secondary Education2SPP/APR Information17 indicators of performance or compliance in special educationState identified targets for performance indicatorsMA ESE set targets for Indicator #7 based on data & feedback from stakeholdersData for the state and districts is publically reported. Massachusetts state profile can be found here: https://osep.grads360.org/#communities/pdc/documents/8133Individual district data can be found here: http://profiles.doe.mass.edu/state_report/special_ed.aspx
33Each year states are required to report data on 17 different indicators of performance or compliance in special education to the Federal Office of Special Education Programs or OSEP. Each state sets their own targets for performance indicators, including Indicator 7. The targets for Indicator 7 were set based on data and feedback from our statewide stakeholders. As part of the annual reporting to OSEP, ESE also publically reports statewide and district-level data. State level data can be found on the OSEP Grads 360 site while district level data can be found on the school and district profiles site.
Indicator 7: Preschool OutcomesPercent of preschool children aged 3 through 5 with IEPs who demonstrate improved:Positive social-emotional skills (including social relationships);Acquisition and use of knowledge and skills (including early language/communication and early literacy); andUse of appropriate behaviors to meet their needs
(20 U.S.C. 1416(a)(3)(A))
4So what is Indicator 7? Indicator 7 is a performance indicator that measures the percent of preschool children aged 3 through 5 with IEPs who demonstrate improved:Positive social-emotional skills (including social relationships);Acquisition and use of knowledge and skills (including early language/communication and early literacy); andUse of appropriate behaviors to meet their needs
Outcome A: Children Have Positive Social Relationships Involves:Relating with adultsRelating with other childrenFor older children: following rules related to groups or interacting with others
Includes areas like:Attachment/separation/autonomyExpressing emotions and feelingsLearning rules and expectationsSocial interactions and play
5Outcome A: Children Have Positive Social Relationships involves how children relate with adults and other children and for older children how they follow rules related to groups and interacting with others. It includes areas like attachment, expressing emotions and feelings, learning rules and expectations, and social interaction and play.
Massachusetts Department of Elementary and Secondary Education5Outcome B: Children Acquire & Use Knowledge & Skills Involves:Thinking, reasoning, remembering, problem-solvingUsing symbols and languageUnderstanding physical and social worlds
Includes:Early concepts symbols, pictures, numbers, classification, spatial relationshipsObject permanenceExpressive language and communicationEarly literacy
6Outcome B: Children Acquire & Use Knowledge & Skills involves thinking, reasoning, remembering, and problem-solving. It involves using symbols and language and how children understand their physical and social worlds.
It includes early concepts like symbols, pictures, numbers, classification, spatial relationships. Concepts such as object permanence. It also includes expressive language, communication and early literacy
Massachusetts Department of Elementary and Secondary Education6Outcome C: Children Take Appropriate Action to Meet Their Needs Involves:Taking care of basic needsGetting from place to placeUsing toolsIn older children, contributing to their own health and safety
Includes:Integrating motor skills to complete tasksSelf-help skills (e.g., dressing, feeding, grooming, toileting, household responsibility)Acting on the world to get what one wants
7Outcome C: Children Take Appropriate Action to Meet Their Needs includes how children meet their basic needs including getting from place to place. In older children it can include how they take care of their own health and safety. Massachusetts Department of Elementary and Secondary Education7Indicator 7: Preschool OutcomesFive Progress Categories for Each OutcomeThe percent of children who: did not improve functioningimproved functioning but not sufficient to move nearer to functioning comparable to same-aged peersimproved functioning to a level nearer to same-aged peers but did not reach itimproved functioning to reach a level comparable to same-aged peersmaintained functioning at a level comparable to same-aged peers8
For each of these three outcome areas ESE is required to report the types of progress children make in their early childhood special education program. OSEP has created five progress categories to reflect the different types of progress children can make. These range from progress category A which is children who do not improve functioning to progress category d which is children who improve their functioning in order to meet a level comparable to their same-age peers. There is also a progress category for children who start preschool special education services at age-expected functioning in an outcome area and maintain that level of functioning throughout their program, progress category e. Children in Progress Category B are children who improve functioning but not sufficient to move nearer to functioning comparable to same-aged peers and children in progress category C improved functioning to a level nearer to same-aged peers but did not reach it.
Massachusetts Department of Elementary and Secondary Education8Summary StatementsOSEP has taken the five categories and collapsed them into two summary statementsSummary Statement 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. Summary Statement 2: The percent of children who were functioning within age expectations in each Outcome by the time they exited the program.
9As you can imagine, reporting the percent of children in each of 5 progress categories for three different outcome areas generates a lot of numbers. In order to simplify the data and make it easier to understand OSEP has created 2 summary statement that summarize the results across the five progress categories. Summary Statement 1states, 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. Summary Statement 2 reflects the percent of children who were functioning within age expectations in each Outcome by the time they exited the program.
What is the Child Outcomes Summary (COS) Process?A team process for reviewing child assessment data from different sources culminating in the rating of a childs functioning on a scale of 1-7Considers the childs functioning across situations and settingsAt home, in a play group, at the library, in child care, at community events, in preschool, etc.Compares childs functioning to same age peers10
10In order to be able to collect information on childrens progress in early childhood special education, OSEP, in collaboration with the Early Childhood Technical Assistance Center developed the Child Outcomes Summary Process or COS process. The COS Process is a team process for reviewing child assessment data from different sources culminating in the rating of a childs functioning on a scale of 1-7. It considers the childs functioning across situations and settings, for example at home, in a play group, at the library, in child care, at community events, in preschool, and other places and compares a childs functioning to same age peers.
Why was the process developed?For federal reporting on child outcomes
No method to synthesize child outcomes data from multiple sources
Different programs would be using different assessment instruments, and outcomes data would need to be aggregated across programs11
11This process was developed for federal reporting on child outcomes. There was no method to synthesize child outcomes data from multiple sources across different programs which often use different assessments. OSEP needed a way to aggregate date across states and states needed a way to aggregate data across programs.
Purposes of the COSIt is not an assessment tool
It uses information from multiple sources, including assessment tools, observations, and family interview to get a global sense of how the child is doing at one point in time
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12The Child Outcomes Summary Process is not an assessment tool. It uses information from multiple sources including assessment tools, observations, and families to get a global sense of how the child is doing at one point in time.
Features of the COS7-point rating scale
Rating is based on the childs functioning:What the child does across settings and situations Compared with what is expected given the childs age
The Child Outcomes Summary Form is used for each child to collect this data:http://ectacenter.org/eco/pages/outcomes.asp#COSFormandInstructions 13
13The COS Process uses a 7-point rating scale where the rating is based on a childs functioning across settings and situations compared to age-expected functioning. Each point on the seven point rating scale represents the mix of age expected and non-age expected functioning a particular child has in an outcome area. Ratings are based on a childs functioning across settings and situations compared to what is expected given a childs age. This information is collected on the Child Outcomes Summary Form which can be found on the ECTA Center website.
The Child Outcomes Summary (COS) Process14
For additional information on how to complete the child outcomes summary process, including how to complete the Child Outcomes Summary Form, the meaning of the 7 point rating scale, and how to use age-anchoring resources please watch the video on the child outcomes summary process. This slide provides a brief overview of the timing of the COS Process. It includes a graphic representation of the timing of the COS process. Beginning at the top, entry data is collected on children who start special education services between August 1 and December 31 of your cohorts assigned year. Schools and programs collect information about a childs functioning across settings and situations, including from families, and ideally within 4-6 weeks of the COS team meets to complete the COS form for each child. In January, data on all students aged 3-5 who started special education services in the fall assigned to your cohort is submitted to ESE via a spreadsheet in the security portal. As students for whom entry data was collected exit the program the district should collect and report exit data for these students to ESE in June of each year
Massachusetts Department of Elementary and Secondary Education14Completing the COS ProcessPlease review the free ECTA Modules on the COS Process: http://ectacenter.org/eco/pages/outcomes.asp#COSProcessModule or
The ESE webinars on the process available on the ECSE webpage:http://www.doe.mass.edu/sped/ecse/StrategicAreas.html#OUTCOME
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In order to understand how to complete the COS process and identify an appropriate rating please either complete the free online COS Process modules from ECTA or review the ESE recorded webinar on the process which is available on our website on the early childhood special education webpage. Massachusetts Department of Elementary and Secondary Education15Fall Submission Requirements
Now lets move to what the reporting requirements are for districts participating in entry data collection this fall.
Massachusetts Department of Elementary and Secondary Education162015-20162016-20172017-20182018-20192019-2020FallSpringFallSpringFallSpringFallSpringFallSpringCohort 1Exit dataExit dataNo dataNo dataEntry dataExit dataExit dataCohort 2Entry dataExit dataExit dataExit dataNo dataNo dataEntry dataExit dataCohort 3Exit dataNo dataNo dataEntry dataExit dataExit dataExit dataCohort 4No dataNo dataEntry dataExit dataExit dataExit dataNo dataNo data17Indicator 7 Data Collection Schedule For information on your districts assigned cohort:http://www.doe.mass.edu/sped/spp/datacollection.html
Indicator 7 is collected using a cohort model. Districts are assigned to one of four cohorts and when entry data collection begins is determined by that assigned cohort. For additional information about your districts assigned cohort please visit our website. In the example presented here a district assigned to cohort 2 is responsible for collecting entry data in the fall of 2015.
Because entry data is collected on students ages 3-5 they may remain in the program varying amounts of time. For example, a student who transitions from early intervention in the fall of 2015 may remain in the program until the spring of 2017 or even 2018. However, a newly identified 5 year old will likely be transitioning to kindergarten in the spring of 2016. Districts are responsible for reporting exit data each June until all of the students for whom entry data was collected have exited the program.
Information about your districts assigned cohort can be found on the Special Education page of the website under State Performance Plan / Annual Performance Report or via the link on this slide
District ResponsibilitiesCollect entry (baseline) data for children with disabilities aged 3-5 starting special education services August 1st-December 31stCollect exit data for any child with an IEP exiting preschool the following spring for whom entry data was collectedContinue collection of exit data each spring until all children who were part of entry data collection have exited the program
18Districts are responsible for collection entry or baseline data in their assigned cohort year for children with disabilities aged 3-5 starting special education services August 1st-December 31st. Districts should collect exit data for any child with an IEP exiting preschool the following spring for whom entry data was collected and then continue to collect exit data each spring until all children who were part of entry data collection have exited the program.18Data Collection RequirementThe Special Education Planning and Policy Office (SEPP) requires ENTRY and EXIT data for students As a best practice districts should collect annual progress dataProgress data should not be submitted to ESE
19The Special Education Planning and Policy Office (SEPP) requires ENTRY and EXIT data for students. As a best practice districts should collect annual progress data. However, progress data should not be submitted to ESE.
Children to Include in Entry Data CollectionChildren who transition from an early intervention program to an IEP at age 3 or Any child ages 3-5 who starts receiving special education services August 1st-December 31st Include a maximum of 40 children Include children regardless of the type of services they receive or the location in which they receives those services. Including those receiving services at home or from a service provider.
20So, which students should you include in entry data collection?Please include children who transition from an early intervention program to an IEP at age 3 or any child ages 3-5 who starts receiving special education services August 1st-December 31st, 2014. Districts should include a maximum of 40 children and should include children regardless of the type of services they receive or the location in which they receives those services, including those receiving services at home or from a service provider.
20Example - CodyCodys parents referred him for special education services prior to his 3rd birthdayHis IEP was signed on 8/15 and he began receiving speech therapy on 8/17. His COSF was completed on 12/1Codys entry date is August 17th 21
Lets run through a few examples to clarify who should be included in entry data collection. Codys parents referred him for special education services prior to his 3rd birthday. His IEP was signed on 8/15 and he began receiving speech therapy on 8/17. His COSF was completed on 12/1. Codys entry date is August 17th .
Massachusetts Department of Elementary and Secondary Education21Example MiguelMiguel was receiving EI services and turned 3 on July 1stMiguels IEP Team decided that he did not need summer servicesThe IEP was signed June 30thMiguel started preschool September 1st and the COSF was completed September 15thMiguels entry date is September 1st
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Miguel was receiving EI services and turned 3 on July 1st . Miguels IEP Team decided that he did not need summer services. The IEP was signed June 30th . Miguel started preschool September 1st and the COSF was completed September 15th . Miguels entry date is September 1st and he should be included in entry data collection.
Massachusetts Department of Elementary and Secondary Education22Example - SamanthaSamantha attended the preschool program in the 2014-2015 school year and was not on an IEPIn October 2015 she was referred to special education and after the IEP was signed she started receiving special education services on November 1st, 2015Her COSF was completed on November 30thSamanthas entry date is November 1st 23
Samantha attended the preschool program in the 2014-2015 school year and was not on an IEP. In October 2015 she was referred to special education and after the IEP was signed she started receiving special education services on November 1st, 2015.Her COSF was completed on November 30th. Samanthas entry date is November 1st .
Massachusetts Department of Elementary and Secondary Education23What if I have no students to report?If no students with disabilities enter your program during the entry data collection period please email Sarah Geldart a statement to that effect prior to January [email protected]
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If no students with disabilities ages 3-5enter your program during the entry data collection period please email Sarah Geldart a statement to that effect prior to January 22nd at [email protected] Department of Elementary and Secondary Education24Data SubmissionJanuary 22Entry data due to ESE, via the Security PortalFile Name: District Name_Indicator Seven_Entry_LEACode.xls Will be uploaded in September of the previous year
After entry data submission: ESE may request a random sample of COSF forms for review
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Entry data is due to ESE, via the Security Portal on January 22. The file for submission will be uploaded to the Special Education State Performance Plan of Dropbox Central with the file name: District Name_Indicator Seven_Year_Entry_LEACode.xls in the ESE outbox. This file will be uploaded by ESE in September of the fall you are assigned to complete entry data collection. After entry data submission, ESE may request a random sample of COSF forms for review.
Massachusetts Department of Elementary and Secondary Education25Completing the Data Collection Spreadsheet26
We will now review the process for completing the data collection spreadsheet. Massachusetts Department of Elementary and Secondary Education26Data Collection Spreadsheet
Entry Data Fields
27This slide shows a picture of the exit data collection spreadsheet. As a reminder, the data collection spreadsheet will be available through the ESE security portal in September of your entry data collection reporting year. At entry data collection you have a number of fields to complete. 27Data Collection Spreadsheet
Required Fields for each student:
SASIDDistrict NameLEA CodeDOBEntry Date (Date the student entered the program or IEP is implemented)Outcome ratings for all three outcomes
28On the spreadsheet for each student you should provide a SASID, the District Name, LEA Code, date of birth, the Entry Date which is the Date the student entered the program or IEP is implemented and an outcome ratings for all three outcomes.
28Data Collection Spreadsheet
Date the student started special education servicesRatings on each Outcome from the COSF
29On the spreadsheet the entry date is the date the student started receiving special education services and the ratings for each outcome can be found on the COS Form. Please note that a rating must be provided for each outcome regardless of whether or not there is concern about a childs functioning in that outcome area.
29Frequently Asked QuestionsWhat does exit exception mean?Yes/no questionY for yes when a student unexpectedly leaves a program without the ability to collect exit data or was in the program less than six months.This should be blank at entryWhat should I put for the exit date?Blank at entry. Date the student transitions to kindergarten, leaves the program, or stops receiving IEP services due to no longer being eligiblePlease do not predict out exit dates in the future for students who have yet to exitWhat does progress mean? Has the child gained at least one new skill in this outcome area? Yes/no question Answered only at exit.
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Here are some frequently asked questions about the data collection spreadsheet. The exit exception question is a yes/no question. Exit exception should be Y for yes when a student unexpectedly leaves a program without the ability to collect exit data or was in the program less than six months. This should be blank at entryWhat should I put for the exit date?This should also be blank at entry. This is the date the student transitions to kindergarten, leaves the program, or stops receiving IEP services due to no longer being eligiblePlease do not predict out exit dates in the future for students who have yet to exitWhat does progress mean? This is referring to the progress question :Has the child gained at least one new skill in this outcome area? It is a yes/no question and is answered only at exit. Massachusetts Department of Elementary and Secondary Education30Resources: Early Childhood Technical Assistance CenterOutcomes Measurement PD Resources: http://ectacenter.org/eco/pages/training_resources.asp
Overview of the COS Process from ECTA: http://ectacenter.org/eco/assets/docs/COSF_overview.rtf
The Child Outcomes Step-by-Step Video:http://ectacenter.org/eco/pages/videos.asp
Outcome Rating Definitions: http://ectacenter.org/eco/assets/pdfs/Definitions_Outcome_Ratings.pdf
The Ratings Decision Tree: http://ectacenter.org/eco/assets/docs/Decision_Tree.doc
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The Early Childhood Technical Assistance Center has a number of resources available that can help you to understand and complete this process. Please visit any of these links for additional information. Topics include: Professional development resources, an overview of the COS process, a video reviewing the Child Outcomes, definitions of the outcome ratings, and the ratings decision tree.
Massachusetts Department of Elementary and Secondary Education31Data Submission TimelineAugust 1-December 31st Collect entry data on children aged 3-5 starting special education services who are not yet in kindergarten
January 22nd Entry data due to DESE via Security Portal
Spring ESE may request copies of COSFs
June First round of exit data due to ESE via Security Portal
32As a final reminder, in your data collection year you should collect entry data on all students ages 3-5 who start special education services between August 1 and December 31. On or before January 22nd please submit your entry data to ESE via the security portal. In the spring ESE may request copies of COSFs and the first round of exit data will be due to ESE in June of the following year.32Contact Information for Indicator 7Primary Contact: Sarah [email protected] 781.338.3364
Additional Contact: Lauren [email protected] 781.338.3372
33Here is the contact information for Indicator 7. Sarah Geldart is the primary contact and can be reached at [email protected] or 781.338.3364. Lauren Viviani, the additional contact for Indicator 7 can be reached at [email protected] or 781.338.3372
Massachusetts Department of Elementary and Secondary Education33