Highlights of FFY 2018 Child Outcomes Data Webinar

FFY 2018 Child Outcomes Data Highlights Presenter: Cornelia Taylor Slides and narration prepared by Robin Rooney December 2020

Webinar Intended Outcomes Learn about the latest national child outcomes findings where to find more information about the national analysis, and how to find resources to support state and local child outcomes data use 2

Child Outcomes 3

General Background Looking at compliance is not enough to produce good results, so the focus has shifted to also looking at results. All federal agencies are required to report on the outcomes achieved by their programs. The Office of Special Education Programs (OSEP) uses child outcomes data to: Justify the funding for Part C and Part B Preschool. Monitor state results through Results Driven Accountability processes (Part C only). 4

Three Child Outcomes In 2005, OSEP required states to report data on 3 child outcomes. Children have positive social emotional skills (including social relationships) Children acquire and use knowledge and skills (including early language/ communication [and early literacy]) Children use appropriate behaviors to meet their needs 5

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The Summary Statements 1. Of those children who entered or exited the program below age expectations in each outcome, the percent who substantially increased their rate of growth by program exit. 2. The percent of children who were functioning within age expectations in each outcome by program exit. 7

State Approaches to Measuring Child Outcomes: FFY 2018 Part C (N=56) 40 (71%) (decrease -1) 8 (14%) (decrease -1) 4 (7%) (increase +1) 4 (7%) (increase +1) 56 Part B/619 (N=59) 40 (67%) (decrease -2) 9 (15%) (increase +1) 5 (8%) (remained the same) 5 (8%) (increased +1) 59 Approach COS One tool statewide Publisher's online system Other TOTAL 8

Method for Calculating National Estimates & Criteria Weighted average of states that met minimum quality criteria Minimum quality criteria for inclusion in national analysis: Reporting data on enough children Part C 28% or more of exiters Part B Preschool 12% or more of child count Within expected patterns in the data category a not greater than 10% category e not greater than 65% 9

Number of States that Met Criteria for Inclusion in the National Analysis 48 45 45 44 47 47 46 43 45 42 41 41 40 43 39 36 39 Number of States 33 33 29 19 15 08-09 09-10 10-11 11-12 12-13 13-14 School Year 14-15 15-16 16-17 17-18 18-19 Part C Part B Preschool 10

Table 2. Reasons for excluding Part B 619 states Table 1. Reasons for excluding Part C states Reason # excluded Reason # excluded Sampling 2 Sampling 2 Missing data (Reported outcomes data on less than 12% of child count) 1 Missing data (Reported outcomes data on less than 28% of exiters) 2 "a" and "e" patterning (Had at least one outcome with category "a" greater than 10% or category "e" greater than 65%) 5 "a" and "e" patterning (Had at least one outcome with category "a" greater than 10% or category "e" greater than 65%) 0 No 3-5 Child Count data available for 2018-2019 1 Data determined not valid and reliable by OSEP 1 State did not report outcomes data 1 States included in the analysis 47 States included in the analysis 40 11

National Child Outcomes Data for Children Exiting in 2018-19 Part C Early Intervention Part B Preschool Outcome Summary Statement 1 Summary Statement 2 Summary Statement 1 Summary Statement 2 Social Relationships 65 55 81 59 Knowledge and Skills 74 46 82 55 Action to Meet Needs 76 57 81 64 Note: Data are based on 47 Part C states and 40 Part B Preschool states. Only states with high-quality data were included. 12

Part C Child Outcomes Data Trends: FFY2012-2018 SUMMARY STATEMENT 2 SUMMARY STATEMENT 1 76% 76% 76% 75% 75% 73% 71% 74% 74% 74% 73% 73% 72% 71% 68% 67% 67% 66% 66% 66% 61% 65% 61% 59% 59% 58% 57% 57% 59% 59% 58% 57% 57% 57% 55% 52% 52% 50% 50% 49% 47% 46% 2012 Social Relationships 2013 2014 Knowledge and Skills 2015 2016 2017 2018 2012 Social Relationships 2013 2014 Knowledge and Skills 2015 2016 2017 2018 Action to Meet Needs Action to Meet Needs 13

Preschool 619 Child Outcomes Data Trends, FFY 2012-18 SUMMARY STATEMENT 1 SUMMARY STATEMENT 2 82% 82% 81% 80% 79% 79% 79% 81% 78% 81% 78% 80% 77% 77% 77% 65% 65% 65% 64% 64% 64% 63% 60% 60% 59% 59% 58% 58% 57% 53% 53% 52% 56% 56% 55% 54% 2012 2013 2014 2015 2016 2017 2018 2012 2013 2014 2015 2016 2017 2018 Social Relationships Knowledge and Skills Action to Meet Needs Social Relationships Knowledge and Skills Action to Meet Needs 14

Part C Completeness of Child Outcomes Data (n=51) Completeness = Total with outcomes data/total exiters 95% Inclusion Criteria = 28% and higher 69% 10% 15

Part B Preschool: Completeness of Child Outcomes Data (n=49) Completeness = Total with outcomes data/child count Inclusion Criteria = 12% and higher 58% 33% 6% 16

State-Level Variation and Patterns 17

Part C State Variation: Exited within Age Expectations Knowledge and Skills, 2018-19 (n=51) 73% 48% 14% 18

Part B State Variation: Exited within Age Expectations Knowledge and Skills, 2018-2019 (n=50) 76% 50% 10% 19

SS2 and Percent Served Who are these children? State 2 State 1 20

Part C: Average Percentage Who Exited within Age Expectations by State Percent Served, 2018-19 (n=51) 62% 60% 55% 52% 51% 51% 51% 43% 43% Social Relationships Knowledge and Skills Action to Meet Needs < 2.5% (n=9) 2.5-3.9% (n=23) > 3.9% (n=19) 21

Part B Preschool: Average Percentage Who Exited within Age Expectations by State 3-5 Percent Served, 2018-19 (n=50) 63% 61% 60% 58% 57% 55% 53% 51% 49% Social Relationships Knowledge and Skills Action to Meet Needs < 5.7% (n=9) 5.7-7.5% (n=19) >7.5% (n=22) 22

FFY 2018 State Child Outcomes Data Quality Profiles 23

2018 State Data Quality Profiles Figure 7. Preschool Special Education State Trends for Summary Statement 2, Outcome B 100% 90% 80% 70% 64% 59% 60% 50% 47% 50% 46% 46% 45% 45% 44% 44% 43% 40% 30% 20% 10% 0% 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 State Name Alaska -1 STD Average +1 STD 24

DaSy/ECTA Resources to Help You Explain Current Status of Your Child Outcomes Data 1. Year-to-Year Changes in State Child Outcomes: What Do They Mean? 2. Local Contributing Factors Tool for Indicator C3/B7 3. Key Part C Data Considerations During COVID 4. Analyzing Child Outcomes Data for Program Improvement 25

Some Child Outcomes Resources IDEA Child Outcomes Highlights for FFY2018 (ectacenter.org) A 2-page summary of the national results Guidance for Computing the Number and Percentage of Infants and Toddlers who did not Receive Early Intervention Services for at Least Six Months Guidance for states to support calculation including data requirements, assumptions, and data quality checks Take a Look at Your Child Outcomes Data Profile | DaSy Center Guidance on how to use your Child Outcomes Data Quality Profile Year-to-Year Changes in State Child Outcomes Data: What Do They Mean? A 4-page brief designed to help stakeholders learn what questions to ask to understand year- to-year changes in child outcomes data 26

More Child Outcomes Resources Special Collection of Outcomes Reports An online collection of child outcomes data reports that states have produced for their local programs Child Outcomes Summary (COS) Process Professional Development Resources Collection of national resources to support training and TA on the COS process ECTA Center: COS Completion When Teams Can't Meet In Person How to use telecommunication devices to have discussions with team members in different locations through teleconferencing ECTA Center: Coronavirus Disease (COVID-19) ECTA Center: Remote Service Delivery and Distance Learning Online information to assist programs in addressing the challenges of the pandemic 27

Contact us Cornelia Taylor cornelia.taylor@sri.com 28

Find out more at ectacenter.org and dasycenter.org The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P170001 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy. Project Officers: Julia Martin-Eile The DaSy Center is a program of SRI International, funded through cooperative agreement number H373190002 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy. Project Officers: Meredith Miceli & Richelle Davis