infant & toddler connection of virginia

Infant & Toddler Connection of Virginia 1

Infant & Toddler Connection of

Virginia

Virginia’s System for Determination of Child Progress

(VSDCP)


Orientation to Training Modules

ModulesIntroduction/basic informationDetermining child statusDocumentation of child statusCase study/videotape demonstrationQuality Assurance/Quality Improvement

Documents and ResourcesInstructions, forms, tools, resources and references


Module One Objectives

Participants will:Have a basic knowledge of Virginia’s System for Determination of Child Progress (VSDCP)Understand why this system is being put in placeKnow how the information will be usedKnow the requirements for implementation including how and when to determine child’s status for each of the Office of Special Education Programs (OSEP) indicators


What is VSDCP?

Mechanism to determine the amount of progress infants and toddlers made during the time

they received supports and services through the Infant & Toddler Connection of Virginia


What is Measured?Functional status in relation to same age peers at the time of the Initial Family Service Plan (IFSP)

compared toFunctional status in relation to same aged peers at the time of exit from the Part C System


Outcomes/IndicatorsEach child’s functional status in relation to same age peers is assessed in three broad areasThese three areas are referred to as indicators or child outcomes These outcomes/indicators are the same for every child in the Part C System in Virginia and throughout the nation


Indicators/Child Outcomes

Positive social emotional skills (including positive social relationships)

Acquisition and use of knowledge and skills (including early language/ communication [and early literacy])Use of appropriate behaviors to meet their needs


Child Indicators/Outcomes

Developed through an extensive stakeholder processConsistent with the Individuals with Disabilities Education Act (IDEA) and legislative intentCompatible with best practice (transdisciplinary service models, functional behaviors)Incorporate universal designReflect functional skills rather than domains


A Point of Clarification:

“Indicators” vs. “Outcomes”

The Early Childhood Outcomes (ECO) Center uses the word “outcomes” to refer to both these global child outcomes as well as the individualized child outcomesIn Virginia, the word “indicator” refers to the 3 broad OSEP outcomes to distinguish them from individualized IFSP outcomes


Functional …. Refers to things that are meaningful to the child in the context of everyday livingRefers to an integrated series of behaviors or skills that allow the child to function in their daily lifeFunctional skills are not

single behaviors, nor are they the sum of a series of discrete behaviors


Functional Skills are About..

What the child typically does throughout his/her dayActual performance across settings and situationsHow child uses his/her skills to accomplish tasksThey are Not the child’s capacity to function under unusual or ideal circumstances


Overarching PurposeThe ultimate goal is for young children to be active and successful participants now and in the future in a variety of settings– in their homes, in their child care, preschool or school programs, and in the community. Virginia’s System for Determination of Child Progress provides a mechanism to see how successful the state and local systems are in helping children reach this goal.


Benefits of Measuring Child

ProgressImprove outcomes for children and families

Provide data for program evaluation and improvement

Meet Federal requirementsProvide data to support continued Federal funding for Part C


Why Was the System Developed?

Expectation of AccountabilityAccountability increasingly means looking at results – not just processOffice of Special Education Programs (OSEP) has been under increasing pressure to produce progress data on children participating in early intervention programs in order to retain early intervention funding


Critical Events in Early Intervention

Accountability 1993 – GPRA (Government Performance and Results Act) was passed2002 – PART (Program Assessment Rating Tool) found there was no data on outcomes for Part C2003 – OSEP began to ask states for early intervention child outcome data (and funded the ECO Center)2005, 2006 – OSEP released revisions to the Part C reporting requirements for states


“Results Not Demonstrated”

Program Assessment Rating Tool (PART) review findings for Part

C (2002)“While the program has met its goal

relating to the number of children served, it has not collected information on how

well the program is doing to improve the educational and development outcomes

of infants and toddlers served”Read more at ExpectMore.gov


OSEP’s Response to PART Findings

OSEP required states to develop a state performance plan (by December 2005) that included indicators of child progress.OSEP requires states to submit child progress data in their Annual Performance Report (APR) Feb. 1 each year


State RequirementsPrior to 2004, states were already required to report on indicators such as service settings (natural environments), number of children served and compliance with the 45-day timeline.Specific child and family indicators were added after the 2004 reauthorization of IDEA


How Will This Information be Used?

Evaluation of effectiveness of early intervention (national, state and local levels)Determination of compliance with federal indicatorsProgram improvementPublic Reporting


How Will The Data Be Reported?

The data will aggregated before reporting. The number and percentage of children who made progress in each of 5 categories will be reported.OSEP will compile the percentage of children in each of five progress categories with the information from other states to report to Congress


Progress Categories Reported to OSEP

Number and Percentage of children who: a. Did not improve functioningb. Improved functioning, but not sufficient to move

nearer to functioning comparable to same-age peers

c. Improved functioning to a level nearer to same-age peers but did not reach it

d. Improved functioning to reach a level comparable to same-age peers

e. Maintained functioning at a level comparable to same-age peers3 outcomes x 5 “measures” = 15 numbers


Program Evaluation and Improvement

Child Outcome/indicator data provides: A means to assess the effectiveness

of the early intervention system A mechanism to assess the

effectiveness of changes in practices/ policies/ procedures designed to improve the effectiveness of the system.


Requirements for Implementation

Assessment of each child’s status on the three indicators Functional assessment

team process, including family multiple sources of information use of developmental toolComparison to same aged peers

Entry and Exit Assessment/RatingData entry into ITOTS


Reporting on the Child Indicators

Ratings on the 3 indicators must be reported for every child enrolled.Ratings are needed in all areas even if:

No one has concerns about a child’s development in some areasA child has delays in one or two indicators, but not in all three indicators


For More Information

www.infantva.orgClick on Virginia’s System for Click on Virginia’s System for Determination of Child ProgressDetermination of Child Progress

www.the-eco-center.org

Note:Note: Many of the slides and handouts were Many of the slides and handouts were developed developed from information on this Early from information on this Early Childhood Outcome Childhood Outcome (ECO) Center Website.(ECO) Center Website.

http://www.infantva.org/

http://www.the-eco-center.org/