Post on 17-Dec-2015
Approaches for Converting Assessment Data to OSEP Outcome Categories
Approaches for Converting Assessment Data to OSEP Outcome Categories
August 28, 2007
Rosanne Griff-Cabelli
Delaware Birth to Three
Early Intervention System
Delaware Department of Health and Social Servicesrosanne.griff-cabelli@state.de.us
August 28, 2007
Rosanne Griff-Cabelli
Delaware Birth to Three
Early Intervention System
Delaware Department of Health and Social Servicesrosanne.griff-cabelli@state.de.us
The following tools have been correlated with the Federal The following tools have been correlated with the Federal Outcomes:Outcomes:
Primary Assessment ToolsPrimary Assessment ToolsThe following assessments are criterion-referenced, performance/ The following assessments are criterion-referenced, performance/ observation based assessment measures identified as Primary observation based assessment measures identified as Primary Assessment Tools for all Part C eligible children. Assessment Tools for all Part C eligible children.
Carolina Curriculum Assessment for Infants and ToddlersCarolina Curriculum Assessment for Infants and Toddlers Creative Curriculum Developmental Continuum for Infants, Creative Curriculum Developmental Continuum for Infants,
Toddlers and TwosToddlers and Twos
Interview/Observational Assessment MeasuresInterview/Observational Assessment MeasuresTools that use interviews, observations and/or surveys to collect Tools that use interviews, observations and/or surveys to collect information from parents and caregivers. information from parents and caregivers.
Vineland II Vineland II (The Survey Information Form is preferred; (The Survey Information Form is preferred; however, the parent report is useful when an interview cannot however, the parent report is useful when an interview cannot be conducted.)be conducted.)
Ounce ScaleOunce Scale
Assessment Tools
Assessment Tools
All Outcomes Include Multiple Sources of InformationAll Outcomes Include Multiple Sources of Information
Multi sources of information that measure the child’s progress Multi sources of information that measure the child’s progress are required. Recommended sources include, but are not are required. Recommended sources include, but are not limited to, observations, interviews with the child’s family or limited to, observations, interviews with the child’s family or caregiver, other assessment tools, and IFSP progress notes. caregiver, other assessment tools, and IFSP progress notes.
Other Approved Assessment ToolsOther Approved Assessment Tools
The following tool may be used for those children who are Part The following tool may be used for those children who are Part C eligible and are receiving ongoing assessments only or one C eligible and are receiving ongoing assessments only or one service (not early childhood education)service (not early childhood education)
Bayley III (Bayley III (In conjunction with parts of the Vineland II, In conjunction with parts of the Vineland II, ELAP, and with observations, interviews with the child’s ELAP, and with observations, interviews with the child’s family/caregiver, and/or IFSP progress notes)family/caregiver, and/or IFSP progress notes)
Tools that may be used with children with severe and profound Tools that may be used with children with severe and profound disabilitiesdisabilities
DASH-2DASH-2 Callier-Azusa ScaleCallier-Azusa Scale
Carolina Curriculum Scoring
• Scoring and tool weights same for Part C Scoring and tool weights same for Part C and Part Band Part B
• Used pilot data (team scoring vs. formula) Used pilot data (team scoring vs. formula) to derive Carolina Curriculum tool to derive Carolina Curriculum tool weighting and conversionweighting and conversion
• Initial outcome data was reviewed and Initial outcome data was reviewed and formula was modifiedformula was modified
OUTCOME A SOCIAL-EMOTIONAL SKILLS
PERSONAL-SOCIAL 0.9
COGNITION 0.03
COGNITION-COMMUNICATION 0.03
COMMUNICATION 0.03
FINE MOTOR 0.005
GROSS MOTOR 0.005
OUTCOME B KNOWLEDGE AND SKILLS
PERSONAL-SOCIAL 0.1
COGNITION 0.4
COGNITION-COMMUNICATION 0.15
COMMUNICATION 0.4
FINE MOTOR 0.05
GROSS MOTOR
OUTCOME C APPROPRIATE BEHAVIORS
PERSONAL-SOCIAL 1
COGNITION 1
COGNITION-COMMUNICATION 1
COMMUNICATION 1
FINE MOTOR 1
GROSS MOTOR 1
CAROLINA CAROLINA TOOL TOOL WEIGHTSWEIGHTS(under review)(under review)
DELAWARE C
CAROLINA CURRICULUM CAROLINA CURRICULUM SCORE CONVERSION TO SCORE CONVERSION TO COSF RATINGS COSF RATINGS (under review)(under review)
Rating Min Max Range
COSF Rating 1 0 20 20
COSF Rating 2 20.01 30 9.99
COSF Rating 3 30.01 50 19.99
COSF Rating 4 50.01 70 19.99
COSF Rating 5 70.01 90 19.99
COSF Rating 6 90.01 97 6.99
COSF Rating 7 97.01 250 152.99
Carolina Curriculum completed
Carolina Score Conversion data entered into ISIS
COSF generated from ISIS
COSF reviewed by Assessor and Team
Modifications made to rating based on multiple sources of information
Rating confirmed in ISIS
Individual and global reports generated from ISIS
Outcomes ProcessOutcomes Process
Vineland II Scoring• Scoring conversion and tool weights Scoring conversion and tool weights
remain under reviewremain under review
• For each outcome there is a value stored For each outcome there is a value stored in the ISIS databasein the ISIS database
OUTCOME A SOCIAL-EMOTIONAL SKILLSOUTCOME A SOCIAL-EMOTIONAL SKILLS
0 COMMUNICATION0 COMMUNICATION .20.20
1 DAILY LIVING1 DAILY LIVING .05.05
2 SOCIAL2 SOCIAL .70.70
3 MOTOR3 MOTOR .05.05
OUTCOME B KNOWLEDGE AND SKILLSOUTCOME B KNOWLEDGE AND SKILLS
0 COMMUNICATION0 COMMUNICATION .70.70
1 DAILY LIVING1 DAILY LIVING .05.05
2 SOCIAL2 SOCIAL .20.20
3 MOTOR3 MOTOR .05.05
OUTCOME C APPROPRIATE BEHAVIORSOUTCOME C APPROPRIATE BEHAVIORS
0 ADAPTIVE0 ADAPTIVE 11
0
10
20
30
40
50
60
70
Test
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Initial Outcome Tests in Fiscal Year 2007 (All Tools)
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Initial Outcome Tests in Fiscal Year: 2007 (Carolina)
DELAWARE C
ISIS ISIS REPORT: REPORT:
COT COT PROVIDER PROVIDER
COUNTCOUNT(ALL TOOLS AND (ALL TOOLS AND TOOL SPECIFIC-TOOL SPECIFIC-
sample datasample data))
ALL
ALL
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TO
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ISIS REPORT: ISIS REPORT: INITIAL CAROLINA DATA INITIAL CAROLINA DATA
(sample of initial results)(sample of initial results)
0
5
10
15
20
25
30
35
COSF Rating1
COSF Rating2
COSF Rating3
COSF Rating4
COSF Rating5
COSF Rating6
COSF Rating7
# o
f ass
ess
me
nts
Positive social-emotional skills Acquire and use knowledge and skills
Appropriate behaviors to meet needs
Pros…• Gives guidance to early intervention Gives guidance to early intervention
providers regarding assessment data and providers regarding assessment data and outcomes ratingsoutcomes ratings
• Requires discussion among service Requires discussion among service coordinators and early intervention coordinators and early intervention providers when reviewing COSFproviders when reviewing COSF
…and Cons
• Two step process since COSF is reviewed Two step process since COSF is reviewed after calculated scoreafter calculated score
• May rely too heavily on the formula and May rely too heavily on the formula and not take multiple sources into effectnot take multiple sources into effect
Next Steps
• Continue to facilitate team’s Continue to facilitate team’s understanding of relationship between understanding of relationship between assessment data and COSF ratingsassessment data and COSF ratings
• Continue to use Carolina Curriculum Continue to use Carolina Curriculum formula to provide guidance and act as formula to provide guidance and act as quality assurancequality assurance
• Complete automation of conversion from Complete automation of conversion from COSF Ratings to OSEP Outcome COSF Ratings to OSEP Outcome CategoriesCategories