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