Early Childhood Outcomes - The Early Childhood Technical

Early Childhood Outcomes
A Discussion of Professional
Development Strategies
& Lessons Learned
Lesly Wilson, South Carolina, Early Childhood Solutions
Kim Carlson, Section 619 Coordinator, Ohio
Debbie Cate, Tennessee & NECTAC
Session Goals
Share ECO PD strategies and decisions
made in three states
Identify key elements in training
Facilitate discussion of lessons learned,
questions & next steps
The Island of South Carolina
 Part C Lead Agency – South Carolina
Department of Health and Environmental
Control (DHEC)
 Children Served - 5445
 Part B Lead Agency - South Carolina Department
of Education (SC DOE)
 Children Served - 10763 (ages 3-5)
3
COSF in South Carolina
 Data Sources- CBAs, Therapy Assessments,
Parent Interviews/Communications, etc.
 Part C
 COSF completed by all IFSP team members
 COSF collected by Service Coordinator and consensus rating
inputted into online database
 Data reports are provided monthly to Program Managers;
annually made available to public & all system personnel
 Training/Technical Assistance- TECS
 Online Training Modules- Qedoc
 Face-to-Face
 Webinars
4
COSF in South Carolina
 Part B  COSFs completed by all IEP team members.
 Special Education Case Manager collects
COSFs and facilitates consensus rating. Data inputted into
ECO spreadsheet/calculator model (to be moved into
Excent online system).
 Data report provided annually with ongoing training
 Training/Technical Assistance- SC DOE



Webinars
Face-to-Face
ETV training module
5
The Island of Ohio
 619- Dept of Education & Part C -Health
 Programs and population served
 Regional TA & State Support teams with an EC
Coordinator
 Initial training by state to cadre of regional
teachers, administrators and SST
The Island of Ohio
Required sources for COSF
• Get It Got it Go
• ASQSE
• Variety of assessments - curriculum
based, criterion, standardized,
checklists, work sampling,
portfolios, interview
619 & C using COSF- potential exit/entry
COSF in Ohio
Data collection on sources
COSF completed within 6 weeks of entry
Core team members group – PSE & general
PS teacher, parent, & related services
Locals report data - twice annually, fall &
spring (ensure 6 months for entry/exit)
The Island of Tennessee
 Part C & 619 Dept of Education
 EI – 619 12,000
 Birth to Five ECO Plan
 Initial training by state to SE Pre-K teachers,
SLP’s, administrators
 Web based conference calls planned
COSF in Tennessee
Initial & Exit IFSP/IEP
Assessment info used
Modified one page entrance & exit COSF
Documentation sources – present levels of
performance & signature page
Part C data collected on excel
619 Data collected in web-based IEP
Involving Families
SC - Family input captured
indirectly through parent
interviews &
communications during
interactions and inputted on
COSF
Ohio - parent and staff
together complete ASQSE,
core team member for COSF
TN – Completes ECO at initial
& exit IFSP/IEP w/family
Benefits to Children and Families
• Accountability
• Improved assessment
• Improved communication
• Focused goal writing
generalization
functionality
agreement
• C to B collaboration
Challenges
• Differences in data systems
• Lead time to change data systems
• Teachers not fully vested in process
• Fidelity of process
• Analysis- local and state level
• Local level change to address data results:
implications for instruction, curriculum,
environment, & interactions with family
•Continuous improvement ACTIONS
Making Training a Priority
South Carolina
• Child Outcomes
Training included in
Early Intervention
Credentialing or ReCredentialing
Process
• Training available
face to face through
on-line modules &
one on one TA
Ohio
• Coordinators
observe teachers’
assessments
• Required PD hours
• Analysis of local
need
• Higher Ed content
standards
Tennessee
• Provide Phase I
training to all
Service
Coordinators,
teachers, SLP’s &
administrators
• Follow up with webbased conference
calls & discussions
• Utilize group
activities & other
issues
ECO website - Teamwork and Resources ECO resources
PD resources
• Planning material
• Vignettes
• Sample Agendas
• Participant tests
• Training power points
• Needs Assessments
• State training resources
Lessons learned –
SC – Intertwine Child Outcomes
field verification processes
with General Supervision Monitor
OH – Curriculum, standards, assessment
connections at teacher level
Consistency across programs for data
analysis
TN – Training issues clear from data
children with flat profiles
misunderstanding exit question B
Surprises:
SC – Number of children with
missing rating inputs and or
inputted with less than 6 months of
service
OH – Number of children without
all 3 ratings and /or duplicate
records (first year data collection)
TN - Number of children entering
with all 6’s & 7’s
17
Next Steps
South Carolina
• Additional Child
Outcomes Data
Webinars & Training
Ohio
• Expand ECO
measurement to
include other
publicly funded
PreK programs
Tennessee
• Verify fidelity of
ECO process and
data across Part C &
619
• Finalize specifics
• Compare Part C exit
scores and 619
entrance scores for
consistency, trend
and patterns