Slide 1
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Determining Early Childhood Outcome Ratings Adding ECO Ratings to the PELICAN-EI System
Updated 10/22/11
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Welcome to Determining Early Childhood Outcomes Ratings, a presentation designed to help early intervention professionals learn more about how to collect ECO or Early Childhood Outcome data. This presentation is designed for staff who work in both the Infant/Toddler and Preschool Early Intervention system.
Slide 2
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
What Do You Need?
• LMS Materials
– https://www.hcsis-r.state.pa.us/hcsis-ssd/
• PELICAN EI: All Early Childhood Outcomes (ECO) data – Infant/Toddler/Preschool ECO Data Process Guides – ECO Data Reporting Printable Form – Conversation Starters – Frequently Asked Questions Updated 10/22/11
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Before we get started, there are a number of resource materials that will be helpful for you to have on hand as you watch this presentation. All of these resource materials can be found on the LMS or Learning Management System. The web address for the LMS can be seen on your screen. To find these resources, go to the LMS, log in and go to the Release 6.13 materials and look for PELICAN EI: All Early Childhood Outcomes (ECO) data. You should have the following materials available; either saved to your hard drive or printed out: • Infant/Toddler or Preschool ECO Data Process Guides – there are two different guides, one for infant/toddler programs and one for preschool programs. These program guides provide information on the ECO Rating Scale and how to enter ECO data in the PELICAN system. Appendix A includes the ECO Decision Tree and Definitions of the 1 – 7 ECO Rating Scale. • ECO Data Reporting Printable Form – this form is designed for staff to use in the field as they collect child outcome data. • Conversation Starters – This handout lists questions that can be used to guide conversations about the child’s progress on the three child outcome indicators. It’s a useful tool for talking with family members about the child’s skills. • Frequently Asked Questions – there is a list of frequently asked ECO questions included on the LMS that will be helpful as you look at specific data collection procedures.
Slide 3
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Training Objectives Participants will: • Understand the key principles of Pennsylvania’s Early Childhood Outcome (ECO) data; • Describe the three child outcome indicators; • Understand the timelines for collecting ECO data; • Understand the process for gathering child data; and • Understand how to apply ECO ratings
updated 10/22/11
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The objectives for this presentation are to help participants: • Understand the key principles of Pennsylvania’s Early Childhood Outcome (ECO) data; • Describe the three child outcome indicators; • Understand the timelines for collecting ECO data; • Understand the process for gathering child data; and • Understand how to apply ECO ratings
Slide 4
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Agenda • Pennsylvania’s System for Collecting ECO Data • Understanding the Outcome Indicators • Collecting ECO Data – Timelines – Procedures
• Determining ECO Ratings • Completing the ECO Data Reporting Form updated 10/22/11
Today’s presentation will have five sections. These section • Pennsylvania’s System for Collecting ECO Data • Understanding the Outcome Indicators • Collecting ECO Data, including information on timelines and procedures • Determining ECO Ratings, and • Completing the ECO Data Reporting Form
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Slide 5
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Pennsylvania’s System for Collecting ECO Data Rationale and Principles
updated 10/22/11
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Let’s take a look at the first section, a review of Pennsylvania’s System for Collecting ECO or Early Childhood Outcome Data.
Slide 6
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Rationale for ECO Data •
• • •
OSEP requires the reporting of child progress in preschool and infant/toddler early intervention Statewide programmatic decisions Guide local practices Guide child level interventions
updated 10/22/11
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OSEP is the Office of Special Education Programs, the federal office that deals with special education and early intervention. As part of their national accountability system, OSEP requires every state to submit an annual report of the progress that children are making in the early intervention program. This includes infants, toddlers and preschoolers. In addition to this report, the Bureau of Early Intervention Services in the Office of Child Development is committed to using child outcome data to make statewide programmatic decisions and to have local programs use child outcome data to guide local practices and child level interventions.
Slide 7
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Key Principles of ECO Data Collection • Ongoing child progress, not eligibility requirements • Three Child Outcome Indicators, not five developmental domains • Comparison to same-age peers, not individual IFSP/IEP goals • Standard procedures, without the loss of individualization • Enough information, without over testing children updated 10/22/11
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There are five key ideas that guide the collection of the ECO data. •We will be measuring child outcome data on all children who are eligible for and receive early intervention services. However, the collection of child progress data is not related to the child’s eligibility determination. •Due to federal reporting requirements, the measurement of child progress is based on three child outcome indicators, no the 5 developmental domains used for determining eligibility. This may be a big shift for us as early intervention staff. This way of measurement requires us looking at bigger, functional measurement of child progress. Domains focus only on specific skills. Outcomes ask us to think about how the child is using those skills throughout everyday activities . •There are two ways that we measure progress in Early Intervention. On is related to how well the child is doing on their IFSP or IEP goals. This progress data compares the child’s progress to their earlier skills. The ECO progress data measures the child’s progress through a comparison to typical children and typical patterns of growth. •The ECO data collection procedures are standardized across the state in order to provide consistent, reliable progress data. However, there is some flexibility build into the system in order to meet local needs. •We want to be able to gather enough information to be able to make reliable determinations of a child’s progress without over testing the child or spending too many staff resources on collecting data. You will see that ECO Data collection procedures are designed in many ways to be cost effective and efficient.
Slide 8
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Understanding the Child Outcome Indicators The Three Child Outcomes Indicators Thinking Functionally
updated 10/21/11
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Let’s move to the second section of the presentation and take some time to review the Child Outcome Indicators. It will be helpful to have the Conversation Starters handout with you as we move through this section.
Slide 9
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Understanding the Child Outcome Indicators Have children increased their: • Positive Social Emotional Skills (including social relationships) • Acquisition and Use of Knowledge and Skills (including early language/communication and early literacy for 3-5 year olds) • Use of Appropriate Behaviors to Meet Needs updated 10/22/11
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These are the three child outcomes indicators that were developed by OSEP for the annual reporting of child progress by states. These indicators are: • Positive Social Emotional Skills (including social relationships) • Acquisition and Use of Knowledge and Skills (including early language/communication and early literacy for 3-5 year olds) • Use of Appropriate Behaviors to Meet Needs The indicators are the same for infants, toddlers, and preschoolers with one exception. For preschoolers, Acquisition and Use of Knowledge and Skills includes early literacy development for preschool children in early intervention. Let’s take a closer look at each of these indicators.
Slide 10
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Positive Social Emotional Skills (including social relationships) • Build and maintain relationships with adults and other children • Behave in a way that allows them to participate in a variety of settings and situations • Understand and follow social rules • Regulate their emotions updated 10/22/11
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The indicator of Positive social emotional skills includes functional skill such as building and maintaining relationships with adults and other children, using social skills in a way that allows the child to participate in a variety of settings and situations, understanding and following social rules, and regulating emotions. When collecting the child’s progress in Positive Social Emotional Skills, you would gather information on how well the child performs these skills in functional situations, those that the child is involved in during a typical day and with known adults and children. Gather data that allows you to compare the child functional skills with those of a child who is the same chronological age. Using the Conversation Starters handout, have a conversation with the family using the questions on the handout to guide your conversation. Please note that the Conversation Starters handout is not to be used as a checklist. It is designed to help guide your thinking about the child’s social emotional skills.
Slide 11
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Acquisition and Use of Knowledge and Skills • Think, reason, remember, and solve problems • Understand and use symbols that will build to early literacy skills • Engage in daily learning opportunities through appropriately manipulating toys and objects • Use vocabulary, through spoken, signed or augmentative systems, to communicate in increasingly complex forms updated 10/22/11
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The second indicator, Acquisition and Use of Knowledge and Skills, relates to what we often think of as cognitive skills. Remember though we are looking at measuring the functional use of these skills in typical settings and routines. Acquisition and Use of Knowledge and Skills includes: • Think, reason, remember, and solve problems • Understand and use symbols that will build to early literacy skills • Engage in daily learning opportunities through appropriately manipulating toys and objects • Use vocabulary, through spoken, signed or augmentative systems, to communicate in increasingly complex forms As with the first indicator, use the Conversation Starters handout to guide your gathering of information on the child’s functional skills.
Slide 12
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Use of Appropriate Behaviors to Meet Needs
• Take care of basic needs (e.g., showing hunger, dressing, feeding, toileting, etc.) • Contribute to own health and safety (e.g., follows rules, assists with hand washing, avoids inedible objects, etc.) • Get from place to place (mobility) to participate in everyday activities and routines • Use objects as tools in appropriate ways (e.g., forks, pencils, strings attached to objects, switches, etc.) updated 10/22/11
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The last indicator focuses on the functional of appropriate behaviors to meet needs. You may recognize some of the skills as related to self-help or adaptive behaviors. Remember to think about what these types of behaviors mean for typical children across the age span. The Conversation Starters handout has additional questions, but this indicator includes: • Take care of basic needs, such as how the child shows hunger, dresses, feeds themselves, and assists with toileting. • Contribute to own health and safety, for example, how the child follows rules, assists with hand washing, or avoids inedible objects. • Get from place to place to participate in everyday activities and routines is related to the child’s mobility, and • Use objects as tools in appropriate ways, focused on how the child uses common objects such as forks, pencils, strings attached to objects, switches as tools.
Slide 13
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Outcome Indicators are Functional • Functional - things that are meaningful to the child in the context of everyday living • Integrated series of behaviors or skills • How does the child use his/her skills to accomplish tasks?
updated 10/22/11
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I’ve used the word “functional” in describing the child outcome indicators. Let me talk a little bit more about what functional means in the context of ECO data collection. Functional refers to things that are meaningful to the child in the context of everyday living. It is not just a list of specific skills or behaviors but how the child uses integrates those skills and uses them in typical routines and activities. For ECO data collection, we are not asking what specific behaviors can the child do in a testing situation but how does the child use these specific skills to accomplish typical routines.
Slide 14
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Thinking Functionally Not just…
But does he/she…
Knows how to make eye contact, smile, & give a hug
Initiate affection toward caregivers and respond to other’s affection
Imitates
Watches peers and incorporates behavior into his/her own play Points to indicate needs or wants
Can isolate finger to point
updated 10/22/11
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This slides shows some examples of functional skills. For example, while it is important to know that the child can make eye contact, or smile, for the ECO data, we looking for the child to initiate affection to others and to respond to affection. Or, while the child can imitate, we’d want to know that the child can watch a peer and then incorporate that behavior into his/her own play. Or as a final example, while a child may be able to isolate a finger to point, can they use that motion and point to indicate their needs?
Slide 15
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Thinking About the Child Outcome Indicators • • • •
There is overlap across the indicators Achievement of the indicators is age-based There are many pathways to competence There are no assessment tools that assess the three indicators directly
updated 10/22/11
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The next two slides focus on some key ideas about the use of child outcome indicators in ECO data collection. You may have already noticed that there is overlap across the indicators. Some skills seem to fall in more than one indicator. For example, the use of language for communication can play a role in social development and in the use of early symbols to communicate needs. Achievement of the child outcome indicators are age-based. Different skills are appropriate for each indicator at different ages. For example when looking at the Use of Behaviors to Meet Needs, specifically feeding, being able to pull baby food off a spoon, being able to finger feed and being able to use a fork are all behaviors that would show achievement at different ages. Some assessment tools, do not recognize the use of adaptive technology or equipment. For example, the ability to move from place to place with an electric wheelchair may not be scored as achievement of an item related to “walking”. The indicators, because they focus on functional skills, do not eliminate the use of any assistive technology devices or adaptations that are used during typical routines. The final key idea is that there is no assessment tool that assess the three indicators directly. Therefore, information to assess the child’s progress has to be gathered through the use of an authentic assessment, observation of the child, and observations from the family and other team members.
Slide 16
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Collecting ECO Data Timelines for Gathering and Reporting
updated 10/22/11
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In this section, we’ll take a look at the process for collecting ECO data. We’ll review the policies and timelines related to the collection of ECO Data. While these policies have changed, it will be helpful to review them. You may want to refer to the Frequently Asked Questions document from the LMS as we move through this section.
Slide 17
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Which Children are Included in the Measurement of Child Progress? • All infants, toddlers, and preschoolers who are determined eligible for the Early Intervention program. – Children who participate in the Infant/Toddler Tracking program are not included in the measurement of ECO data.
updated 10/22/11
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Our first question is: Which Children are included in the measurement of child progress? ECO data should be collected on all children who are eligible for the Early Intervention program. Infants and toddlers who are in the tracking program are not included in the ECO data collection.
Slide 18
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
When is Entry ECO Data Collected? • Within 60 calendar days of the development of the child’s initial IFSP/IEP
updated 10/22/11
18
There is a 60 day window to gather the entry ECO child outcome data. The start day for the 60 day window is the date of the development of the IEP/IFSP.
Slide 19
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
When is Exit ECO Data Collected? • 6 months of consecutive service prior to the exit • Within the 60 days prior to the child’s anticipated exit for one of the following reasons: – – – –
No longer eligible for early intervention Anticipated move out-of-state; Parent withdrawal of child from early intervention Transition from the infant/toddler program at age three years; and – Transition to a Kindergarten program; updated 10/22/11
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ECO data is also collected when the child leaves the early intervention program. The child should have had at least 6 months of consecutive service prior to their exit from Early intervention. If the child has had less than 6 months of service, then no data needs to be collected. If the child is staying in early intervention but is moving from one area of the state to another, and therefore moving from one early intervention program to another, than no exit data needs to be collected. The child may have left early intervention for one of the following reasons:
• The child is no longer eligible for early intervention because they no longer meet eligibility requirements; • The child is going to move out-of-state; • The parent has withdrawn the child from early intervention • The child is transitioning from the infant/toddler program at age three years; or • The child is transitioning to a Kindergarten program;
Slide 20
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
When is Exit ECO Data Collected? • A unique circumstance – Child turns six before he/she leaves early intervention – Gather exit data 60 days prior to the child’s 6th birthday, even if the child remains in the early intervention program beyond that age.
updated 10/22/11
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There is one unique circumstance in the collection of exit ECO Data from children who stay in the Early Intervention program an extra year and who turn 6 years old when they are still in early intervention. For these children, please collect their exit data in the 60 day window prior to their 6 th birthday, so at the end of their 5th year, even though the child will continue to receive early intervention services.
Slide 21
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Who Collects Entry & Exit Data? • One IEP/IFSP team member is assigned responsibility for collecting entry & exit data
updated 10/22/11
21
The IEP/IFSP team should choose one person to be responsible for completing the entry & exit ECO data collection form with the family. Often this is the early intervention staff who is the primary support to the family. The term “IEP/IFSP team” refers to the implementation or service delivery team. How the responsible team member is determined is a local team decision.
Slide 22
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Next Steps • Read the Frequently Asked Questions posted on the LMS • Check with your Early Intervention Program contact to find out about specific local procedures
updated 10/22/11
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This review of some of the basic ECO procedures and timelines was designed to give you basic information about collecting child outcome data. Please refer to the Frequently Asked Questions in the LMS and check with your local Early Intervention program contact if you have more specific questions.
Slide 23
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Collecting ECO Data The ECO Data Collection Process
updated 10/22/11
Let’s now take a look at the general process for collecting ECO data.
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Slide 24
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
What Information Should be Used? • An authentic assessment tool must be used • Other information that can be used include: – ongoing progress notes – data from IFSP/IEP goal accomplishment, – eligibility assessment information – parent and clinical observations in a variety of natural environments. updated 10/22/11
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An authentic assessment tool must be used to determine a child’s ECO data. In addition to the authentic assessment information, you may also use information from ongoing progress notes, data from IFSP/IEP outcomes, information gathered during the determination of eligibility, and observations from family members and other team members.
Slide 25
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Authentic Assessment Tool • An assessment can be considered an authentic assessment tool when: • “… it yields information about functional behavior in children’s typical/natural settings, what they really know and do. The pitfalls of conventional testing, the unfamiliar adult, unrealistic test demands, and nonfunctional item content distilled through psychometric item selection are avoided. Information gathered in authentic settings, within the child’s own developmental ecology, often provides us with a very different picture of strengths and needs.” Neisworth, J, & Bagnato, S., (2004). The MisMeasure of Young Children: The Authentic Assessment Alternative. Infants and Young Children, 17(3), 198-212. updated 10/22/11
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The following definition from an article by Neisworth and Bagnato defines an authentic assessment tool. An authentic assessment tool, yields information about functional behavior in children’s typical/natural settings, what they really know and do. The pitfalls of conventional testing, the unfamiliar adult, unrealistic test demands, and nonfunctional item content distilled through psychometric item selection are avoided. Information gathered in authentic settings, within the child’s own developmental ecology, often provides us with a very different picture of strengths and needs.”
Slide 26
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Including Parents in ECO Data Collection • Parent input is critical • Learn about the child’s skills in other settings and interactions • Use the Conversation Starters
updated 10/22/11
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Parents and other family members should participate in ECO data collection. They provide a unique perspective on the child’s skills. They see the child in situations that early intervention professionals do not. If you get stuck trying to explain the ECO data collection to families or in trying to gather information from the families about each indicator, use the Conversation Starters handout as a guide for your discussions. Remember, no additional meeting is necessary. You may gather ECO data and discuss results with families during typical early intervention sessions. If you do not have an opportunity to see the family during a typical session. For example, you see the child at a childcare program and the parent is not in the classroom. Try to phone, mail or email the family to gather input.
Slide 27
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
The ECO Data Collection Process • Use part of a typical intervention session to collect the child outcome data, including the authentic assessment tool. • With the family, review the information from the authentic assessment tool and any progress data related to the child’s performance in typical activities and routines. • Use the Conversation Starters to help with the discussion with the family. • Decide which rating best describes the child’s current performance across settings and situations. • Follow local procedures for recording and entering the data into PELICAN-EI. • Ensure that a copy of the ECO data information is given to the family and that a copy is placed in the child’s record. updated 10/22/11
27
This slide reviews the general procedures to use to gather ECO data. •As we just went over, use part of a typical intervention session to collect the child outcome data, including implementation of the authentic assessment tool. •With the family, review the information from the authentic assessment tool and any other progress data related to the child’s performance in typical activities and routines. •Use the Conversation Starters handout to help guide the conversation with the family. •Decide which rating best describes the child’s current performance across settings and situations. We’ll have more information on how to actually score the ratings in the next section. •Follow local procedures for recording and entering the data into PELICAN-EI. Check with your local early intervention program contact to make sure that you know all of the local procedures. •Ensure that a copy of the ECO data information is given to the family and that a copy is placed in the child’s record.
Slide 28
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Determining ECO Ratings Using the Decision Tree
updated 10/22/11
28
Now that you’ve gathered all the information you need about the child’s skills and progress, it’s time to determine the ECO rating that best describes the child. If your local Early Intervention Program is continuing to use Work Sampling or Ounce Scale online, you can use the COSF, or Child Outcome Summary Form Report to automatically generate the ECO Ratings scores. These scores than only need to be copies into the ECO Data Screen in the PELICAN-EI data system. If your local program is not using Work Sampling or Ounce Online, then you will need to use the Decision Tree to determine the child’s rating. The Decision Tree and definitions of the ratings can be found in Appendix A of the Infant/Toddler or Preschool ECO Data Process Guides. While there are two guides, one for infant/toddler programs and one for preschool programs, the material in Appendix A is the same. You may wish to have a copy of the Decision Tree available as we discuss its use in this section.
Slide 29
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Reminders! • Data on the 3 outcome indicators must be reported for every child • Child Outcome Indicators –
– –
Positive Social Emotional Skills (including social relationships) Acquisition and Use of Knowledge and Skills (including early language/communication and early literacy for 3-5 year olds) Use of Appropriate Behaviors to Meet Needs updated 10/22/11
29
As we get started, let me remind you of a few key points. You must rate each child on all three of the outcome indicators, even if the child does not have specific identified needs in that area. The three outcome indicators are: Positive social emotional skills, including social relationships; acquisition and use of knowledge and skills, including early language and communication and early literacy for 3 – 5 year olds; and the use of appropriate behaviors to meet needs.
Slide 30
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Using the Decision Tree • Gather all information on one outcome indicator • Think about how a typical child of the same chronological age would perform on this indicator • Review the definition of Progress • Answer the yes/no questions on the Decision Tree to come to a rating Updated 10/22/11
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There are four basic steps to making the ECO rating. First, Look at all the information you have on the child, both from the authentic assessment used and the other forms of information. Focus on the information related to just one of the indicators. Second, review what you know about the development of children related to the indicator. ECO data ratings asks you to compare the child to what is expected of a typical child of the same developmental age. Even if the child was born prematurely, use the child’s chronological age, not developmental age for the comparison to same age peers. The third step is to review the definition of progress. We’ll review that on the next slide. The final step is to work through the yes and no questions on the Decision Tree, following the arrows until you come to a rating. We will be reviewing this process after we look at the definition of progress.
Slide 31
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
What is Progress? • Progress has been made when there is any increase in the child’s performance. • Progress can be reflected in: – An improved score on a child measurement tool; – A change in the developmental age score on a child measurement tool; – A single new skill that was reached; or – The child needing less assistance to perform a skill. Updated 10/22/11
31
Progress is a very broad term that is used to describe any increase in the child’s performance. Progress can be reflected in: • An improved score on a child measurement tool; • A change in the developmental age score on a child measurement tool; • A single new skill that was reached; or • The child needing less assistance to perform a skill.
Slide 32
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
First Question
updated 10/22/11
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For the next few slides, it may be helpful to have your copy of the Decision Tree available. It is part of Appendix A in the Infant/Toddler or Preschool Data Process Guide. This slide shows just the top of the Decision Tree. To work through the Decision Tree, start at the top of the page, and thinking about the information that was gathered about one of the indicators, ask yourself the question “ Does the child ever function in ways that could be considered age-appropriate with regards to this outcome?”. If yes, you are going to work through the right side of the page to the next question. At this point, you have determined that the child will receive a rating of either 4, 5, 6 or 7 for this indicator. If you answer no to the first question, you will work through the left side of the page and the child will be receiving either a 1, 2 or 3 for this indicator. The second question you ask depends on whether you answered yes or no to the first question. If you answered no to the first question, then ask ‘Does the child use any immediate foundational skills related to this outcome upon which to build age-appropriate functioning across settings and situations?” If you again answer “no”, then the child will receive a rating of a 1. If you answer yes to this question, then the child will receive either a 2 or 3 depending on the response to the next question. Immediate foundational skills are earlier skills and behaviors that that serve as a foundation and are conceptually linked to the later skills. Later skills build on these immediate foundational skills in predictable ways. If you answered yes to the first question, move down the right side and ask yourself the question “Is the child’s functioning age-appropriate across all or almost all settings and situations?”. If you answer yes, the child will receive a 6 or 7 on this indicator. If you answer no, the child will receive a 4 or 5 depending on the response to the next question. Let’s look at the next set of questions on the next slide.
Slide 33
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
updated 10/22/11
www.education.state.pa.us | www.dpw.state.pa.us
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This slides shows the bottom half of the decision tree, starting with the second level of questions that we answered on the previously slide. Continue to follow the Decision Tree, answering yes/no to questions about the child’s skills related to the indicator that you are focusing on until you reach a rating level at the bottom of the page. A rating of 6 or 7 indicates a child who is performing at age expectations related to a the indicator. If the family or other team members have a concern about the child’s development, even though they meeting age expectations, that child would be rated a 6 and not a 7. The ratings of 1 to 5 indicate a child who is performing below age expectations for that indicator. Repeat the Decision Tree Process for each indicator. Use the ECO Data Reporting Form to record the child’s ratings for later entry into the PELICAN-EI system.
Slide 34
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Completing the ECO Data Reporting Form Collecting Entry and Exit Data
updated 10/22/11
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The final step in the process is to use the ECO Data Reporting Form to indicate your ratings. Ask your local Early Intervention Program contact about the specific procedures in your area for entering the data into the PELICAN-EI system.
Slide 35
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
updated 10/22/11
35
The ECO Data Reporting form, shown on this slide, can be found on the LMS. The top of the form includes basic demographic information about the child that will allow the data to be entered into PELICAN-EI. The next section of the form focuses on the ECO Ratings. First indicate if the ECO data is for entry or exit ECO data. Include the date that the data was finalized. This is the date that the rating was determined, not the date that it was entered into PELICAN-EI.
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Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
updated 10/22/11
36
The rest of the ECO Data Reporting form provides a space for recording the ratings determined through the use of the Decision Tree. For each of the three indicators, circle one number, from 1 to 7 that corresponds to the rating for that indicator. Please do not circle more than one rating or circle the space between two ratings. If you are entering exit data, check either yes or no in response to the question “Has the child made progress since entry data was collected?” When answering yes/no, use the definition of progress provided in a previous slide. Don’t compare the ratings from entry to exit. It is possible for a child to have continued to made progress while their specific rating went down or stayed the same. No response is needed for the yes/no question if you are reporting entry data. The form also includes a space to record the name of the person collecting the ECO data if required by the local program. Please check with your local early intervention program contact for additional information on how the ECO data gets entered into the PELICAN-EI system, where paper copies of the form are kept, and any other local procedures related to ECO Data collection.
Slide 37
Office of Child Development & Early Learning Tom Corbett, Governor
Ronald J. Tomalis, Secretary of Education
Gary Alexander, Secretary of Public Welfare
www.education.state.pa.us | www.dpw.state.pa.us
Need More Information? https://www.hcsis-r.state.pa.us/hcsisssd/
updated 10/22/11
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For answers to any additional questions related to the ECO Data collection, please see the resources on the LMS website listed above. Thank you for your time and attention.
