Child and Family Outcomes

SPP/APR reporting requirements are posted on the Regional Resource and Federal Center Web Site along with additional resources to support states in implementing the new State Performance Plan (SPP) and Annual Performance Report (APR) requirements.

FAQs - Part C Indicator #3 and Part B Indicator #7 (PDF: 126kb) were updated by OSEP in October 2007 to assist states in responding to the child outcomes indicators.

General SPP/APR FAQs are posted on the Regional Resource and Federal Center Web Site along with additional resources to assist states in responding to SPP/APR indicators.

Child Outcomes Reporting Timelines (PDF: 24kb) were developed and approved by OSEP and shared with states in October 2007 to assist states in developing child outcomes measurement systems to respond to SPP/APR requirements.

Summer Institute Materials (Tab 6) are available on the Regional Resource and Federal Center Web Site from the Summer Institute August 2005 with resources to support states in responding to the SPP/APR requirements.

A Framework for Developing a Child and Family Outcome System (DOC: 54kb) developed by NECTAC in collaboration with the ECO Center in April 2005, outlines the key decisions and activities a state would undertake when developing a system for measuring child and family outcomes of Part C and/or Section 619.

Building a Child Outcomes Measurement System: Eight Recommended Activities and Products (DOC: 61kb) outlines the activities states need to consider as they build and outcomes measurement system. Also listed are possible products that may result from the implementation of each activity.

Criteria for Choosing Data Sources (DOC: 40kb) is a brief description of criteria some states have established criteria for choosing an assessment instrument for measuring child progress.

Multiple Data Sources or Single Data Source (DOC: 33kb) outlines the possible pros and cons of choosing multiple data sources or a single data source for measuring child progress.

Norm-referenced or Curriculum Based (DOC: 39kb) outlines the possible pros and cons of choosing norm-referenced or curriculum based assessment tools for measuring child progress.

Child Outcomes TA Think Tank, August 2005 (PDF: 68kb) NECTAC hosted a discussion with a small group of individuals with various perspectives (OSEP, GSEG consultants, GSEG state staff, National TA providers) on the topic of measuring early childhood outcomes. The purpose of the discussion was to share experiences, and exchange information and ideas that could later be summarized and used to support other states working on developing an outcomes measurement system.

The Early Childhood Outcomes (ECO) Center is an OSEP-funded research project that seeks to promote the development and implementation of child and family outcome measures for infants, toddlers, and preschoolers with disabilities. These measures can be used in local, state, and national accountability systems. The ECO Center collaborates with stakeholders and other groups concerned with outcomes measurement, researches issues related to the development and implementation of outcome measures, and provides technical assistance to support states in developing and implementing outcome measurement systems.

Papers by the Early Childhood Outcomes Center include:

• Guidance for States in Documenting Family Outcomes for Early Intervention and Early Childhood Special Education;
• Comments from the Early Childhood Outcome Center on Proposed Indicators for Child and Family Outcomes;
• Family and Child Outcomes for Early Intervention and Early Childhood Special Education;
• Family Outcomes of Early Intervention and Early Childhood Special Education: Issues and Considerations;
• Uses and Misuses of Data on Outcomes for Children with Disabilities;
• Considerations Related to Developing a System for Measuring Outcomes for Young Children With Disabilities and Their Families

State Preschool Accountability Research Collaborative (SPARC) is a research project funded by the Office of Special Education Programs to investigate appropriate practices for the inclusion of preschool children with and without disabilities in Standards Based Accountability Systems. Practices will be identified from current research, perceptions from the early childhood community, and current practice in states. The project has developed state profiles on pre-kindergarten standards and accountability systems.

Early Childhood Research Institute on Measuring Growth and Development (ECRI-MGD) is funded to produce a comprehensive system for continuously measuring the skills and needs of individual children with disabilities from birth to eight years of age. This measurement system includes two major elements: (1) growth and development indicators for monitoring the progress of individual young children; and (2) solutions-oriented assessments allowing families and early childhood and early elementary educators to identify features of classroom and home settings they can change to improve children's developmental outcomes. Their Technical Report #7, "Family Outcomes in a Growth and Developmental Model" (PDF: 62kb) includes family outcomes generated through a series of parent/family interviews.

Family Outcomes, The National Center for Early Development and Learning, Spotlights No. 9, April 1999, (PDF: 33kb)
The article addresses evaluating family-centered early intervention programs.

NCEO Framework for Educational Accountability, published by the National Center on Educational Outcomes, May 1998 (Jim Ysseldyke, et.al.), specifies student learning outcomes and indicators for six developmental levels (ages three and six, grades four, eight, twelve and post-school). The framework includes a description of how the NCEO framework can be used to implement parts of a conceptual model for a "balanced system of accountability" developed by the National Association of State Directors of Special Education (NASDSE) that includes system standards, inputs and processes, and student learning outcomes. It additionally describes the domains, indicators, and sources of information that can be adopted or adapted for use in system-wide or individual accountability.

Implementing Results-Based Decision-Making: Advice from the Field, by Sara Watson, published on-line by the National Governors Association Center for Best Practices, (PDF: 463kb) is based on extensive interviews and discussion with more than 50 leaders in the field providing advice on measuring the success of their supports for children and families by the results or outcomes they achieve for individuals, families and communities. It covers various dimensions of results-based decision-making, including strategic planning which logically connects strategies to the outcomes.

Issues in Designing State Accountability Systems (PDF: 4,259kb) is a resource for state policy makers and researchers who are interested in collaboratively designing and implementing rigorous and systematic accountability models that yield accurate data. The document includes information about and examples of child and family outcomes.

State Child Outcomes Activities
The Early Childhood Outcomes Center is maintaining a list of current activities states are engaged in as they build their child outcomes measurement systems. The chart of state approaches shows the assessment instrument(s) each state is using, when the child data will be collected, and the summary method to be used if using multiple sources. Additionally, there is a chart of state web sites on child and family outcomes. Please contact ECO if the information about your state activities needs to be updated.

2006 General Supervision Enhancement Grants
For fiscal year 2006, 10 states, encompassing 9 projects, were awarded a General Supervision Enhancement Grant by the Office of Special Education Programs to aid them in their work toward the development of child and/or family outcomes measurement systems.

2004-2005 General Supervision Enhancement Grants
For fiscal year 2004-2005, 18 states were awarded a General Supervision Enhancement Grant by the Office of Special Education Programs to aid them in their work toward the development of child and/or family outcomes measurement systems.

Many resources for working on child outcomes have been shared via meetings and conference calls which can be viewed in the Meetings and Conference Calls portion of this Web Site. Among the resources that can be found include: SPP timelines related to the child outcomes indicator; pros and cons for using norm-references or curriculum-based assessment tools; GSEG states’ pilot work; framework for developing an outcomes measurement system; ECO crosswalks of assessment tools with the SPP child outcomes indicators; ECO family survey.

Below are State Child and Family Outcomes Web sites (listed alphabetically). Please let us know if you would like to add your state's Web Site about measuring child and/or family outcomes to this page:

Alaska's Early Intervention Infant Learning Program has developed a website to house the training resources for their Child Outcomes Summary Process utilizing the Child Outcomes Summary Form (COSF) to measure child outcomes for children in the Part C program. The site includes training materials including a child example video (Case Study: Part 1) to illustrate the child outcomes measurement process.

California's Desired Results Project was created to develop and implement age level performance standards and family outcomes standards for programs funded by the California Department of Education (CDE). California developed an inclusive, universally designed child observation tool for use by early care and education programs in California. They engaged in years of strategic communication with stakeholders and the studied use of various strategies to inform and engage them in California's Desired Results measurement system.

Colorado's Results Matter GSEG is a birth-5 initiative designed to positively influence the lives of children and families by using ongoing assessment, program evaluation and stakeholder input to: describe and value child progress over time, inform and influence day-to-day interactions and interventions provided by the adults in a child's life, make data driven program and policy decisions, and demonstrate program efficacy.

Delaware's Building Blocks Early Childhood Outcomes Initiative is using a process and strategies to establish a framework for collecting assessment data to provide evidence of child outcomes, birth to five. They are linking the proposed child outcomes to their state early learning guidelines at various age levels and outline how they propose to fit the framework with assessment instruments in current use throughout the state.

Hawaii's What Counts: Measuring the Benefits of Early Intervention is designed to develop and implement a statewide measurement system reflecting the goals of the Hawaii Part C Early Intervention Program. The IFSP team will collect data on child progress using Child Goals Summary Form. The site includes a variety of resources (found under 'downloads') for understanding and implementing the child goals measurement process, including a family flyer, provider flyer, questions for discussion with the IFSP team, FAQs, and more.

The Illinois Early Childhood Outcomes Project measures child outcomes for children in Special Education ages birth to 5 years using the Child Outcomes Summary Form (COSF), based on the stakeholder process which considered that many school districts and special education cooperatives have high quality assessment practices in place and that some districts have developed child outcomes and measurement systems for all preschool aged children. A guiding factor in developing the outcome measurement system was that it will enhance the high quality early childhood programs. Therefore the outcomes measurement system is based on school districts' use of multiple sources of information on a child's functioning on each of the outcomes.

Measuring Child Outcomes in Kansas is a collaborative effort between the Kansas Department of Health and Environment, Part C Infant-Toddler Services, and the Kansas State Department of Education, Part B-619 preschool program. To determine child progress on the outcomes, information is collected at two points in time: 1) when children first enter the early intervention or preschool program and 2) when children permanently exit the early intervention or preschool program. Assessment information is collected and used in a rating process using the Child Outcomes Summary Form, to document the rating process. This information is then submitted into a statewide data collection system administered through the Kansas State Department of Education called the Outcomes Web Based System (OWS).

Kentucky's Early Childhood Outcomes Initiative is working on aligning early childhood outcomes measurement with the state's educational achievement standards. With their GSEG, they are piloting a process that can help programs implement a comprehensive Assessment System that can be used for children (0-5) with and without disabilities across delivery systems.

Results Matter in Nebraska is a child and family outcomes and program improvement system designed and implemented to improve programs and supports for all young children birth to age five, served through school districts, the Early Development Network and community partners. Results Matter in Nebraska call for child outcome assessment that: is based on ongoing observation of children engaged in real activities, with people they know, in natural settings reflects evidence-based practices engages families and primary care providers as active participants integrates information gathered across settings is individualized to address each child's unique ways of learning informs decisions about day-to-day learning opportunities for children reflects the belief that development and learning are rooted in culture supported by the family. The state has purchased licenses for the use of three tools (High/Scope COR, Creative Curriculum, and AEPS), and programs submit data online. Some districts have chosen to use more than one online system.

New Hampshire's Cornerstone Project, has focused its efforts to gain the support of family organizations, promote family engagement and increase family involvement in the development of its outcomes measurement system, including publicity, recruitment, distance membership, use of stipends and input via surveys.

The Infant & Toddler Connection of Virginia has a system of determining child progress using the Virginia Child Indicators Summary Form (adapted from the ECO Child Outcome Summary Form). Providers review a variety of data sources across situations and settings to determine an appropriate rating from 1-7 for each of the indicators where the rating reflects the child’s level of functional skills as compared to age expectations.

Wisconsin's Children Moving Forward, information about which is on the Collaborating Partners web site and the Department of Public Instruction web site, is a birth through 5 initiative that emphasizes ongoing assessment and the use of multiple data sources. A team process will be used to complete a Child Outcome Summary Worksheet on each child to measure progress. The Web Site includes FAQs and other resources for providers.

Early Childhood Measures Profiles (PDF: 3,647kb) authored by Lisa J. Bridges, Daniel J. Berry, et al. provides information about more than 40 instruments developed to assess early childhood development in reference to participants': approaches to learning, general cognition, language ability and literacy, mathematical skill, and social-emotional development. It also describes instruments which can be used for ongoing observational assessment and those employed by Early Head Start. Each instrument is described in reference to its overall purpose and major constructs, age range, status as norm or criterion referenced, and reliability and validity, as well as the administrator training required, length of administration, and cost.

Outcome Measures for Early Childhood Intervention Services is published by The Accreditation Council on Services for People with Disabilities. It has sections on "Values Foundation for Early Intervention," "Outcomes for Families and Children," and "Outcome Measures for Early Childhood Intervention Organizations." The section for families and children covers outcomes of choice, goals, rights, health and safety, relationships, and other issues. Cost is $25. Contact Sylvia Nudler at The Accreditation Council; 100 West Road, Suite 406; Towson, MD 21024 or call (410) 583-0060.

OSEP/ECO Conference Call On Responding to the Child Outcome Indicator (B7) for the February, 08 SPP/APRs (October 30, 2007) ECO and OSEP offer and explain a suggested format for providing Indicator B7 "progress data" and discuss examples of revised SPPs with hypothetical outcomes "progress data" included.

NECTAC National TA Meeting: Measuring Child and Family Outcomes - (August 26-28, 2007) View the meeting agenda with links to presentations and materials from this working TA meeting. Sponsored by NECTAC in collaboration with the Early Childhood Outcomes (ECO) Center. The TA meeting provided opportunities for participants to learn about other states' strategies for measuring child and family outcomes, hear the latest guidance from the Early Childhood Outcomes Center and the Office of Special Education Programs, and discuss common challenges and effective practices.

NECTAC National TA Meeting: Measuring Child and Family Outcomes - (April 25-27, 2006) View the meeting agenda with links to presentations and materials from this working TA meeting. Sponsored by NECTAC in collaboration with: The Early Childhood Outcomes (ECO) Center, the RRCs, and the OSEP Data Community of Practice, its purpose was to provide opportunities for participants to learn about other states' strategies for measuring child and family outcomes, hear the latest guidance from the Early Childhood Outcome Center and OSEP, discuss common challenges and successful practices, and plan next steps for their states.

Child Outcomes Call: Training Resources for the ECO Child Outcomes Summary Form - (March 2006) with presenter, Kathy Hebbeler (ECO).
The presenter discussed issues related to training and support for using the ECO Child Outcomes Summary Form. Resources included a sample 2-day training agenda and Power Point presentation as well as examples of how two states (Alaska and Illinois) have adapted the form and started provided training.

Fall Conference Call Series: Measuring EC Outcomes (Fall 2005) included national and state presenters on issues and strategies for developing outcomes measurement systems for measuring Part C and Section 619 program child and family outcomes.

EC Outcomes Conference Call: Follow-up from OSEP Summer Institute: (September 8, 2005) OSEP and the Early Childhood Outcomes Center presented information on the Part C and Preschool State Performance Plan (SPP) child outcome indicators. The presentation reviewed information and answered questions about early childhood outcomes indicator on the SPP. Guidance materials including FAQs were reviewed and made available.

Child Outcomes TA Think Tank, August 2005 (PDF: 68kb) NECTAC hosted a discussion with a small group of individuals with various perspectives (OSEP, GSEG consultants, GSEG state staff, National TA providers) on the topic of measuring early childhood outcomes. The purpose of the discussion was to share experiences, and exchange information and ideas that could later be summarized and used to support other states working on developing an outcomes measurement system.

Early Childhood Outcomes TA Meeting: Developing a State Outcome Measurement System in Salt Lake City, UT (April 2005) provided an opportunity for states to gain information about a planning framework for addressing the issues involved in developing state outcome systems and hear from national and state resources. The meeting was be designed so that participants could make progress in their current outcome efforts, including states' General Supervision Enhancement Grants (GSEG).

ECO Proposed Early Childhood Outcomes conference call, Winter 2005, (PPT: 275kb) introduced discussed the ECO Center's draft recommendations to OSEP for child and family outcomes, explained the stakeholder process used in their development, and obtained input from stakeholders about the recommended outcomes.