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Early Childhood Outcomes CenterEarly Childhood Outcomes Center 1
Connecting the Three OSEP Family
Outcomes with IFSP Outcomes
and Local Practices
Christina Kasprzak, NECTAC/ECO
Connie Hawkins, PTAC at ECAC
July 2010
Measuring Child and Family Outcomes
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Session Focus:
Using data to understand where improvements might be made
Connecting improvement activities to provider skills and practices
Practices to support improving family outcomes
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Using data for improvement
Evidence
Inference
Action
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Evidence
Evidence refers to the numbers, such as
“89% of families reported that EI services helped them know their rights”
The numbers are not debatable
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Inference
How do you interpret the #s? What can you conclude from the #s? Does evidence mean good news?
Bad news? News we can’t interpret?
To reach an inference, sometimes we analyze data in other ways (ask for more evidence)
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Action
Given the inference from the numbers, what should be done?
Recommendations or action steps
Action can be debatable – and often is
Another role for stakeholders
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Program improvement:
At the state level – TA, policy
At the regional or local level – supervision, guidance
At the service level– implement high quality individualized family centered services
At the family level-
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Key points
Evidence refers to the numbers and the numbers by themselves are meaningless
Inference is attached by those who read (interpret) the numbers
You have the opportunity and obligation to attach meaning
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Continuous Program Improvement
Plan (vision) Program characteristics
Child and family outcomes
Implement
Check(Collect and analyze data)
ReflectAre we where we
want to be?
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Tweaking the System
Plan (vision) Program characteristics
Child and family outcomes
Implement
Check(Collect and analyze data)
ReflectAre we where we
want to be?
Is there a problem?
Why is it happening?
What should be done?
Is it being done?
Is it working?
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Outcome questions for program improvement, e.g.
Do outcomes vary by
Region of the state? Level of functioning at entry? Services received? Age at entry to service? Type of services received? Family outcomes? Education level of parent?
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Looking at Family Outcomes by Subgroups
Local programs
Family Characteristics
Child Characteristics
Service Characteristics
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Are there differences in outcomes across local programs?
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Are there differences in outcomes across family characteristics?
Race/ethnicity
Family income
Primary language
Family structure
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Are there differences in outcomes across family race/ethnicity?
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Are there differences in outcomes across family primary language?
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Are there differences in outcomes across child characteristics?
Race/ethnicity
Type of disability
Length of time in services
Etc.
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Are there differences in outcomes across child type of disability?
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Examples of process questions
Are ALL services high quality?
Are ALL children and families receiving ALL the services they should in a timely manner?
Are ALL families being supported in being involved in their child’s program?
What are the barriers to high quality services?
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Working Assumptions
There are some high quality services and programs being provided across the state.
There are some families who are not getting the highest quality services.
If we can find ways to improve those services/programs, these families will experience better outcomes.
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Action
Given the inference from the numbers, what should be done?
Develop improvement activities that are: Targeted based on data analysis Based on evidence based practices Interconnected, work together to
accomplish the desired result
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Action
How can EI services help families: Knowing their rights Effectively communicating their child’s
needs Helping their child develop and learn
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How are the 3 global outcomes connected to what providers and families do every day? Are families aware that EI is intended to
accomplish these outcomes? Do providers develop IFSPs that will ensure
the accomplishment of the three outcomes? Are families supported in ways that enable
their participation in IFSP development and service delivery?
Measuring Child and Family Outcomes
I don’t know who it is, but the author of these “easy-to-assemble” instructions should be
severely punished!
Measuring Child and Family Outcomes
Research is beginning to provide more information on how to use data to develop practices designed to support improving family outcomes
We are also learning that certain demographics such as parents of minority children and single adult households report lower outcomes ( Bailey et al., 2005)
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Use data to develop a clear definition of WHO is in your program, community and state
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What Do the Numbers Tell Us?
Look at Evidence and Inference
Growth Trends and Demographic Changes are also Important
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Nationwide, 43% of Infants and Toddlers Receiving Part C Services are Non-White, including 13% Black and 24% Hispanic
In NC, That Number is 49% with 27% Black and 18% Hispanic Children
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Also Consider:
Poverty Literacy and education Age of Parents Culture/Language Religion Education
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Use Data to Understand Where Improvements Might be Needed
• Do family outcomes seem to be influenced by demographics?
• Are unique strategies and supports available based on family needs?
• Do demographics identify a “trend” or developing issue that needs to be addressed?
• Do providers have opportunities to learn new skills and practices?
• How is knowledge of effective practices for working with families including those from diverse backgrounds routinely provided to providers?
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• Are disability communities, and parent organizations used as resources?
• Do families and other stakeholders have opportunities to provide program feedback and input?
• Does professional development for staff and providers include discussion of “old” definitions and stereotypes?
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For Example:
Long Standing definition of “Home and Family” is centered on:
• A “single space” as the home of the child • “biological heterosexual parents” as the
responsible caregivers
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Today, Researchers and Scholars Recognize the Discrepancy Between that Definition and Fact
However, Political, religious and service providing organizations continue to argue that the traditional definition of family “matters” and should be the basis for program planning
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Use Your Data and Answers to Create an Improvement Plan or Revise an Existing One
Connect the activities to provider skills and practices.
The family structures in your communities and programs should also inform the development of your activities
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Measuring Child and Family Outcomes
Learn About and Implement Effective Practices for Helping Families
Know their rights Effectively communicate their child’s
needs Help their child develop and learn
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Most Families Have Access to Information from MANY Sources and find “Knowledge to Action” Strategies Extremely Useful
• Knowledge funneling• Materials produced at local, state and national
levels• Strategies that include “non written access to
information” • Support to develop skills• If appropriate, show connection of information,
outcomes, and IFSP
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The Transmission Approach
Knowledge emanates from an authority
is not effective in working on family
outcomes
The Transaction Approach
Cooperative interactions between
educator / service provider and parent
works
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Instruction not Instructions!
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Concrete Examples Videos Modeling Hand-over-hand Peer to Peer
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Use Resources from Parent Centers and TA & D Network
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Families are More Engaged with Programs that Respect and Collaborate with their Other Sources of Support and Information
Community organizations can serve as a “reference”
Provide information and encouragement to families and cultural mediators
Educate personnel about cultures and family strengths and challenges
Reinforce activities Provide volunteers to help support families
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Technology Can be an Important Tool
Flip Video “mini” camcorder Email translation program such as
“traduce al hora” Blogs Twitter Website Internet based calendars
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Leadership Activities can Provide Opportunities to Learn, Practice Skills and Reinforce Family Outcomes
• Leadership training• Boards and committees• Input and evaluation• Professional development• Parent mentors/support
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Families report the importance of opportunities to network with
other families
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Connect the Dots
Connect outcomes and effective strategies to the IFSP process
Families find benefit in being told about outcomes and understanding how IFSP contents and program activities and services relate to outcomes
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In Surveys and Interviews Used to Prepare for this Session
33% said IFSP did not include goals that addressed my needs as a parent
33% said they did not know about family outcomes
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Comments Reported Frustration With:
Lack of information in areas that could be related to outcomes including the IFSP process
Not getting information about other resources and programs – one parent suggested a “slower paced” meeting for parents to explain resources, organizations and programs.
Measuring Child and Family Outcomes
One parent said “feeding” was not addressed even though it was the family’s top priority.
There was a suggestion to give families small amounts of information at a time. Often but not too frequently.
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Starting a “virtual” parent group was suggested as a way to empower families and improve family outcomes without overwhelming families.
A parent of two young children remarked that knowing about the outcomes and using them on the IFSP might have helped her organize and prioritize her needs.
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Maximize the IFSP process by clearly relating the goals and activities to specific outcomes and allowing families choices.
Support Instruction with peer and community supports and activities if needed.
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Make sure the IFSP process uses a BROAD definition of family.
Build outcome related activities into the operation of your program or state initiatives.
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Measuring Child and Family Outcomes
I have gone to get myself.If I returnbefore I get back,hold me herebecause it is importantI see myselfwhen I get backbefore I get confused.
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Your Job is Important to Children and Families
Measuring Child and Family Outcomes
Measuring Child and Family Outcomes
Exceptional Children’s Assistance Center
907 Barra Row Suites 102-103 Davidson, NC 28036
1-800-962-6817
www.ecac-parentcenter.org