Post on 30-Dec-2015
Wisconsin Departments of Health and Family Services
Public Instruction
Albuquerque, New MexicoApril, 2006
OSEP Child Outcomes
Wisconsin Contacts
Department of
Public Instruction
Department of
Health and Family Services
Susan Abbeyabbeysk@dhfs.state.wi.us
Mary Petersmary.peters@dpi.state.wi.us
The full presentation (slides, speaker notes, and hand-outs) is available at:
www.collaboratingpartners.com
Long-term performance objective in OSEP’s plan …Part C-All infants and toddlers with disabilities receiving special
education and related services will improve their early language/communication, social-emotional skills and use of appropriate behaviors to meet their needs.
Part B/Section 619 - All preschoolers with disabilities receiving special education
and related services will improve their early language/communication, pre-reading, social-emotional skills and use of appropriate behaviors to meet their needs.
OSEPnational
Other benefits
Wisconsin’s state system for children
• Builds on existing practices• Emphasizes the same child outcome areas• Uses the same reporting worksheet• Uses a team process to share information • Emphasizes on-going assessment
Assessment Principlesfor Wisconsin
1. Involve parent and primary care givers
2. Use reliable and valid methods that are strength based and include observation in multiple environments
3. Use developmental expectations that are culturally and linguistically appropriate
Assessment Principlesfor Wisconsin
4. Design assessment as an on-going process that uses multiple sources
5. Add value for children, programs and families through assessment
6. Develop consistent accountability measures in local communities
Assessment Principlesfor Wisconsin
7. Provide continual staff development and educational experiences for staff
8. Enable all children to participate equally in a range of services to meet their unique needs in this global climate through adequate and equitable resources
DRAFT Wisconsin Early Childhood Collaborating Partners, 2005
Considerations for Wisconsin …What we need to address
Information relevant to making decisions in each of 3 outcome areas
Ability to compare child’s functioning to age level expectations
Emphasis on “child in context” - authentic, culturally valid
What we value
Wide variation in assessments
Wide variation in where and how information is collected and used
Local variation based on community needs and resources
Options in developing the system for Wisconsin
Which assessments?• Same assessment used
across state?• Variety of assessments
possible, with summary on common rubric?
• Link to other current outcome and assessment systems?
Decisions
• Build on current data systems Recognize wide variation in
assessments of different types, for multiple purposes
Add fewest additional layers possible
• Base determinations about each child on high quality information
• Base system in principles of good early childhood assessment
Wisconsin Model Early Learning Standards:
• Provide guidance for selecting/determining appropriate curriculum and assessment
• Promote the use of the “Teaching Cycle” which includes initial assessment, planning, implementation and ongoing assessment
• Are aligned with the three OSEP Child Outcomes
http//www.collaboratingpartners.com
The Teaching Cycle
Ongoing Assessment
Implementation
Planning & Curriculum Goals
The Teaching CycleConsiderations & Discussion QuestionsAssessment
•How will I include ongoing observation in the assessment process?•How can I record data on children’s progress?•What are the multiple sources of evidence that will inform me on children’s development (i.e. family report of progress)?
Planning•How does the curriculum support the developmental level and goals of the child?•How does the environment support the developmental level and goals of the child?Implementation•How are learning opportunities and activities guided by supportive interactions and relationships?•How are the learning opportunities and activities age appropriate, individually appropriate, and culturally appropriate
Comparison of OSEP
Child Outcomes
and WMELS
Outcome 1: Positive social relationships
Outcome 2: Knowledge and skills
Outcome 3: Action to meet needs
II A. Emotional DevelopmentA.EL.1 Expressing a wide range of
emotions in a variety of settings
A.EL.2 Seeking adult interaction as needed for emotional support, physical assistance, social interaction, and approval
A.EL.3 Self-controlA.EL.4 Use of words to
communicate emotionsA.EL.5 Understanding and
responding to others emotions
III. A. Listening and Understanding
A.EL.1 Deriving meaning from verbal and nonverbal cues
A.EL.2 Listening with understanding to stories, books, directions, and conversations
A.EL.3 Following directions of increasing complexity
A.EL.4 Listening and responding to music and rhythm
I A. Physical Health and Well Being
A.EL.1 Self-care routinesA. EL. 2 Safety rules and directionsA.EL.3 Components of a healthy
lifestyle, including nutrition, exercise, rest, and the role of health-care providers
A. EL. 4 Use of multi-sensory abilities to process information
II B. Self-ConceptB.EL.1 Self esteemB.EL.2 Self-direction in choices
and actionsB.EL.3 Self-awareness, including
abilities, characteristics, and preferences
B.EL.4 Creative self-expressionB.EL.5 Willingness to make needs
known and to trust in othersB.EL.6 Views self as a
teacher/learner
II B. Speaking and Communicating
B.EL.2 Using increasingly complex and varied vocabulary and language structure
B.EL.3 Using speech understandable to familiar and unfamiliar listeners
I B. Motor DevelopmentB.EL.1 Strength, control, balance,
coordination, locomotion and endurance
B.EL.2 Hand-eye coordination, strength, control, and object manipulation
B.EL.3 Use of their senses to take in, experience, integrate, and regulate responses to their environment
Critical challenge
To assess functioning in each of the three outcome areas using information from multiple sources and strategies
What are Wisconsin’s tools and strategies?
• AEPS• High Scope Infant/Toddler and Preschool• Carolina• Creative Curriculum• New Portage Guide• Work Sampling System• Brigance (IED-II)• Battelle II• Early LAP• Hawaii Early Learning Profile (HELP)• Ounce Scale
(Wisconsin Model Early Learning Standards and ECO)
How do these assessments fit with the three Child Outcome Areas?
Crosswalks and Alignments
ECO Center crosswalks……• Assist states and programs in making decisions
about what instruments might be useful
• Indicate how well assessment data from a given instrument provides information on achievement for each child outcome
• Allow comparisons across instruments to see their various strengths and weaknesses with regard to the three child outcomes
Comparison of OSEP
Child Outcomes,
WMELS, and Tools
EOC Outcome 1: Positive Social Relationships
WMELS Creative Curriculum High Scope COR New Portage Guide Work Sampling
(from alignment) *indicates in ECO crosswalk
(from alignment on WECCP) *indicates in ECO crosswalk
(Items from the 5-6 year age range)
*indicates in ECO crosswalk
II A. Emotional Development
A.EL.1 Expressing a wide range of emotions in a variety of settings
A.EL.2 Seeking adult interaction as needed for emotional support, physical assistance, social interaction, and approval
A.EL.3 Self-controlA.EL.4 Use of words
to communicate emotions
A.EL.5 Understanding and responding to others emotions
Social/Emotional Development - Sense of Self:
2. Demonstrates appropriate trust in adults*3. Recognizes feelings and manages appropriately
4. Stands up for rightsSocial/Emotional
Development – Prosocial Behavior
*11. Recognizes the feelings of others and responds appropriately
*13. Uses thinking skills to resolve conflicts
Cognitive
II Social RelationsE. Relating to adultsF. Relating to other
childrenG. Resolving
interpersonal conflict
H. Understanding and expressing feelings
V Language and Literacy
Q. Listening to and understanding speech
Social Emotional Development
Relationships10. Negotiates
situations with other children with minimal adult support
Sensory Organization
Self Regulation38. Changes activity
level to match situation
Exploration/Approaches to Learning
Science27. Solves problems
through active exploration, including trial
I Personal & Social Development
E. Social problem-solving
*Seeks adult help when needed to resolve conflicts
I. Personal & Social Development
Interaction with others
*Shows empathy and caring for others
Partial text
ECO Child Summary
A way to “roll up” data for each of the 3 outcome areas
portfolio
assessment 1
parent report
assessment 2
ECOrating
singlescore
ECO Child Outcome Summary…
• IS a decision-making process
• IS way to reduce complex information to a common scale, using a rating process based on available information
Use Multiple Measures/Sources• Screening information
• Curriculum-based and norm-referenced tools
• Parent/caregiver conversations and interviews
• Recorded observations
• Anecdotal records, work samples, videos
Wisconsin - why we chose the ECO process…
• Compatible with recommended practices in early childhood assessment (NAEYC, DEC)– Focus on curriculum based assessment – Uses multiple data sources, including observations or ratings by
parents and teachers, emphasizing functioning in everyday routines and contexts - authentic assessment
– Existing data sources can be used as long as they include technically adequate assessments and support the decisions to be made
• Designed to meet state and federal requirements for Annual Performance Report (APR)
Responsibilities of counties & districts… Set up a framework
• Establish structured team process - who, what, when• Review available assessment information
• match to each of the required outcome areas• enhance available information if needed
• Develop plan for reviewing information using Child Outcome Summary, using team process, and entering information into state system in accord with the established timeline
Complete team rating that uses all information on each child, to derive a rating (roll up the data)
Report data to DHFS (Birth to 3) or DPI (3 to 5)
Summary ratings are based on…Types of Evidence• Curriculum-based• Norm-referenced• Developmental
screenings• Observation and report• Progress and issues
identified at IFSP/IEP meetings
• Anecdotal notes about performance in a variety of settings
Sources of Evidence• Parents and family
members• Service providers• Therapists• Physicians• Child care providers• Teachers• People familiar with the
child in all settings and situations
What process will we use in Wisconsin?
TEAM PROCESS
The team …represents information from those familiar with
the child in a variety of contextsis comprised of parents and two or more of
the above who meet to complete the rating scale
uses a systematic process for making decisions
What supports the team process?
• knowledge of typical child development
• regular monitoring of child progress (e.g., curriculum-based assessments, portfolios)
• multiple sources of information
• a structure for coming to team consensus – a clear team process– a matrix of sources of information related to required child
outcome areas
To make it work for Wisconsin …
Provide guidance for gathering assessment information
Provide guidance for summarizing child outcome areas and indicators
Set state timelines and guidance for local timelinesProvide technical assistance to districts and countiesContinue to refine the reporting systemCollect, summarize and report all summary data to
OSEP Analyze data Make data available to the public