Review of Summary Statements for Target Setting on Indicators C3 and B7
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Transcript of Review of Summary Statements for Target Setting on Indicators C3 and B7
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Review of Summary Statements for Target Setting
on Indicators C3 and B7
Lynne Kahn and Christina Kasprzak ECO/NECTAC
June 9, 2009
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Plan for two calls
• Today, June 9, 2009 on “Review of Summary Statements”
• Next Tuesday, June 16 on “Considerations for Setting Targets”
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What we’ll cover today
• Background on the summary statements
• Calculating the data for the summary statements
• Attaching meaning to the data
• Communicating about children’s progress- the summary statements and other information
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The problem . . .
• Progress data included– 5 progress categories – For each of 3 outcomes– Total of 15 numbers reported each year
• Too many interrelated targets to make sense of
• OSEP asked for a recommendation4
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Thinking through the summary statements
• ECO presented options to states and ECO work groups via conference calls
• Two sessions at December, 2008 EC Conference
• Posted on the ECO web site for comments
• ECO made recommendation to OSEP
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Final Deliberation
• OSEP put the summary statements out for public comment
• Comments came in that were thoughtful, but not necessarily consistent with one another
• Advantages and disadvantages to all options
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• Paper documenting the process on the ECO website
• Setting Targets for Child Outcomes
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The Summary Statements
• Of those children who entered the program below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they exited the program.
• The percent of children who were functioning within age expectations in each Outcome by the time they exited the program.
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Example of State Progress Data for 2008-2009
Positive social-emotional skills (including social relationships):
Number of
children
% of children
a. Percent of infants and toddlers who did not improve functioning
40 4
b. Percent of infants and toddlers who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers
150 15
c. Percent of infants and toddlers who improved functioning to a level nearer to same-aged peers but did not reach
270 27
d. Percent of infants and toddlers who improved functioning to reach a level comparable to same-aged peers
300 30
e. Percent of infants and toddlers who maintained functioning at a level comparable to same-aged peers
240 24
Total N=1000 100%
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Summary Statement Data
• Required Summary Statement 1:
Of those children who entered the program below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they exited the program= 75%
• Required Summary Statement 2:
The percent of children who were functioning within age expectations in each Outcome by the time they exited the program= 54%
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Where do the #s come from?• Measurement for Summary Statement 1:
Percent = # of infants and toddlers reported in progress category (c) plus # of infants and toddlers reported in category (d) divided by [# of infants and toddlers reported in progress category (a) plus # of infants and toddlers reported in progress category (b) plus # of infants and toddlers reported in progress category (c) plus # of infants and toddlers reported in progress category (d)] times 100.
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Where do the #s come from?
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Prog cat
# %
a 40 4b 150 15c 270 27d 300 30e 240 24
760 (a, b, c, and d) or 76% of the children entered the program functioning below age expectations
240 (e) or 24% of the children entered and exited functioning at age expectations
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Where do the #s come from?
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Prog cat
# %
a 40 4
b 150 15
c 270 27d 300 30e 240 24
570 (c and d) of the 760 (a, b, c, and d) changed their growth trajectories (made greater than expected progress)
270 +300= 570 760
= 75%
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Where do the #s come from?
14Summary Statements Calculator -April 14, 2009
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Where do the #s come from?
• Measurement for Summary Statement 2: Percent = # of infants and toddlers reported in progress category (d) plus [# of infants and toddlers reported in progress category (e) divided by the total # of infants and toddlers reported in progress categories (a) + (b) + (c) + (d) + (e)] times 100.
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Where do the #s come from?
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Prog cat
# %
a 40 4
b 150 15
c 270 27
d 300 30e 240 24
300+240= 540 1000
= 54%
30% of the children reached age expectations by exit and 24% of the children entered and exited at age expectations
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So remind me again what this means
What can we say about the children’s progress?
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What can we say?
• Part C Outcome 1: successful social relationships with peers and adults, following rules for social interactions
• 96% of children participating in Part C made progress in their social relationships while they were enrolled.
• The 4% of children who did not make progress included children with the most severe disabilities and/or degenerative conditions. Can you describe them?
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• 24% of the children participating in Part C were functioning at age expectations at entry and at exit in this outcome area. Can you describe them?
• 54% of the children were functioning at age expectations in this outcome area when they exited the program. (summary statement 2)– 30% started out behind and caught up– 24% entered and exited at age expectations
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• 75% of the children who entered the program below age expectations made greater than expected gains, made substantial increases in their rates of growth. i.e. changed their growth trajectories (summary statement 1)
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What other data might you want to share?
• The public likes to see scores going up!
• Increase in mean scores from entry to exit– e.g. 4.3 to 5.6 on the COSF– Increase in raw scores– Increase in scale scores
• What else?21
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Next Call
Tuesday, June 16, at 3:30 ET
Covering considerations for setting targetsIdentifying red flags for problem data
Identifying where improvements are most needed
The-ECO-Center.org
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