Technical Assistance for Part B, Indicator 7

1. What is your overall measurement approach for collecting and reporting child outcomes data?   
   1. Who is included in the measurement, i.e. what population of children?
   2. What assessment/measurement tool(s) and/or other data sources are used?
   3. Who conducts the assessments?
   4. When does measurement occur, i.e. what is the definition of ‘near entry’ and ‘near exit’?
   5. If multiple data sources are used, what method is used to summarize the data for each child (e.g. COSF, another method)
   6. What data are reported to the State, and how are the data transmitted?  (e.g. programs submit data on paper quarterly to the State agency, data entered through online data system, etc.)
   7. What criteria are used to determine whether a child’s functioning is ‘comparable to same aged peers’?
   8. What data analysis methods are used to translate the data to the progress categories?
   9. What approaches/strategies are used to present the data for various purposes?
2. Do you have clear policies and procedures that guide administrators and practitioners in outcome data collection and reporting?
3. Do you have a training and TA infrastructure that supports administrators and service providers in outcome data collection, reporting, and use?
4. What opportunities do you provide for administrators and practitioners to receive training and support around outcomes data collection and reporting?
5. What are your quality assurance and monitoring procedures to ensure the accuracy and completeness of the outcome data? 
6. Do you have the appropriate data system elements for outcome data input and maintenance, and outcome data analysis?
7. Do you have valid and reliable data available on this indicator?
   1. Have all appropriate staff received training?
   2. Is the current progress data representative of all the children served in the state program (representative of the full range of children in the program)? 
   3. What, if any, quality assurance procedures are being implemented to ensure the quality of data?
8. Do you have a process for continuous evaluation of the entire outcomes system?

Original Word Document

The following resources explain the child outcomes measurement requirements for Part B Section 619, provide information about how States are assuring the quality of the child outcomes data, and include the Early Childhood Outcomes (ECO) Center’s recommendations for quality assurance.  Training materials are also listed, including tools for quality assessment developed by States, oterhState-developed training materials, and ECO-developed materials.

Explanation of Reporting Requirements

• OSEP FAQs – This resource summarizes the frequently asked questions about child and family outcomes measurement and the responses provided by the Office of Special Education Programs (OSEP). 

• Outcomes 101: ECO Q&A - This resource summarizes the many questions States have frequently asked the ECO Center about the child and family outcomes measurement process and provides brief answers. 

• Timelines for Reporting –  This resource provides timelines for the requirements related to reporting child outcome data to OSEP for each SPP/APR (State Performance Plan/ Annual Performance Report) from February 2007 through 2011.

• B7 Submission Checklist – This checklist is part of the OSEP package for reviewing SPP/APR for final submission.  The checklist is used to help provide consistency in the development of Part B Annual Performance Report (APR).
  

• ECO Suggested Format for Revised SPP Indicator B7 –  the ECO Center has developed new guidance for how states might organize their child outcomes indicator.

State-Developed Tools for Ensuring Quality Outcomes Data

• Early Childhood Outcomes: Demonstrating and Reporting the Results of Early Intervention Services for Infants and Toddlers - The Montana Department of Public Health and Human Services, Disabilities Services Division, Developmental Disabilities Program has developed this guidance document that summarizes the federal requirements, the specific procedures that Montana Part C has developed for collecting and reporting outcomes data, and resources available to programs. 

• ND Early Childhood Outcomes Process Guide - The North Dakota Department of Public Instruction has developed this guide that outlines the federal requirements, North Dakota’s process for collecting and reporting outcomes data (including anchor tools and guidance on family involvement), and related state and national resources.  

ECO-Developed Materials for Ensuring Quality Outcomes Data

• Quality Assurance: Looking for Quality Data – This ECO presentation summarizes issues related to data quality and suggests strategies for quality assurance.

• Checking Outcome Data for Quality: Looking for Patterns – This one-page document describes predicted patterns for outcomes data, the rationale for predicting those patterns, and the analysis strategies recommended for revealing them.

• Got Data – Early Childhood Outcomes Workshop:  Presentation and Handouts –This link to the Illinois State Board of Education web site provides the agenda, PowerPoint slides, and handouts used for data quality assurance training conducted by the ECO Center in October 2008.

• Target Setting Materials- This link provides documents and PowerPoint slides that explain the summary statements to be used for setting targets for the child outcomes indicator.

State-Developed Quality Assessment Training Tools

• Nebraska’s Early Childhood Training Center – This website houses materials developed by Nebraska’s ‘Results Matter’ outcomes project to check reliability across personnel who are assessing children for the purposes of outcomes measurement.

• What is authentic assessment? The Results Matter Video Series on Early Childhood Assessment was developed by Colorado to help train providers in conducting authentic assessment.

State-Developed Training Materials for Using the Child Outcomes Summary Form (COSF)

• Child Outcomes Summary Process Training Resources – The materials developed by the Part C program in Alaska include videotape of a training event as well as video of a child that is part of a case study.  The case study features a local service provider assessing the child’s functioning in a variety of settings, including the child’s mother in the assessment.  

• Determining The Status of Infant/Toddler Development In Relation To The Three Office of Special Education Programs (OSEP) Outcomes – These materials, from the Part C program in Virginia, feature milestones for age-expected development.  Personnel use the milestones to help determine the age level of a child’s functioning.

• The Department of Defense created COSF training materials as well as an example of an IFSP organized by the three functional outcomes.

1. Module One - COSF Training Guide [1583K PDF]
2. Module Two - Completing the EDIS Child Outcomes Summary Form (COSF) Presentation [1613K PPT]
3. Module Two - COSF Training Guide [ 2760K PDF]
4. IFSP - George William Wonder [209K PDF]
5. Case Study - George William Wonder [116K PDF]

ECO-Developed Training Materials

• ECO Professional Development Resources -- The professional development resources on ECO’s training and TA page address general topics, such as “why collect outcomes data” and assessment, as well as use of the Child Outcomes Summary Form (COSF).