Wisconsin State Performance Plan (SPP)
1. What is SPP Indicator #3(Birth-3) and SPP Indicator #7(3-5)
The State Performance Plan describes the current status of child and program indicators specific to the IDEA services for children with disabilities provided by early intervention birth to 3 programs and early childhood special education. The United States Department of Education, Office of Special Education Programs, monitors the performance of the Departments of Public Instruction (DPI) and Health and Family Services (DHFS) using these quantifiable indicators.
Part C Indicator #3 focuses on infant and toddler outcomes, specifically the percent of infants and toddlers who demonstrate improved:
· Positive social-emotional skills
· Acquisition and use of knowledge and skills (including early language/communication)
· Use of appropriate behaviors to meet their needs
Part B Indicator #7 focuses on preschool outcomes, specifically the percent of preschool children who demonstrate improved:
· Positive social-emotional skills
· Acquisition and use of knowledge and skills (including early language/communication and early literacy)
· Use of appropriate behaviors to meet their needs
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Office of Special Education Programs (OSEP) Child Outcomes
2. Why do we need to collect data on OSEP Outcomes for children birth through 5?
The Office of Special Education Programs is now required to demonstrate the impact of services for children with IFSPs and IEPs. To accomplish this, OSEP must:
a. Establish long-term, outcome-oriented performance objectives for children’s outcomes
b. Develop a way to collect and summarize data on child outcomes at the national level, in the national Annual Performance Report
c. Show that over time children with IFSPs and IEPs are making progress toward the stated performance objectives
3. What is OSEPs long-term performance objective?
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.
- To increase the percentage of children who function at the level of their same-age peers or make progress toward the level of their same-age peers.
- To decrease the percentage of children who do not make progress toward the level of their same-age peers.
5. What are the OSEP Child Outcome Areas?
- Positive social-emotional skills (including social relationships)
- Acquisition and use of knowledge and skills (including early language/communication and early literacy)
- Use of appropriate behaviors to meet their needs
6. What will the state of Wisconsin and other states report to OSEP?
For each of the 3 child outcome areas, all states will report the percentage of children based on entry and exit measurements for each of the following categories:
a. did not improve functioning
b. improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers
c. improved functioning to a level nearer to same-age peers, but did not reach it
d. improved functioning to reach a level comparable to same-age peers
e. maintained functioning at a level comparable to same-age peers
Child specific information will not be reported to OSEP.
7. How will collecting OSEP Outcomes Data benefit programs, children and families?
The benefit of collecting and summarizing OSEP Child Outcome Data will be:
- to demonstrate the effectiveness and benefits of early childhood intervention;
- for program improvement; and
- for professional development
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Early Childhood Outcomes Center (ECO)
The ECO Center provides national technical assistance:
- To ensure that outcomes data can be aggregated across states and territories;
- To assist states and territories to develop systems that meet their own need for data; and
- To provide resources for implementing state/territory and local systems.
More information about the ECO Center can be found on their website at: www.the-eco-center.org.
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Sample of School Districts (DPI) and Sample for Counties (DHFS)
9. Will we need to report “entry” data in an ongoing fashion if we participated in the spring 2006 sample?
DHFS and DPI have slightly different implementation approaches based on the difference in size of the population.
DHFS
All B-3 programs will begin collecting entry data on all children who enter after July 1, 2007. Programs in the spring 2006 sample may choose to continue collecting entry data on children but will not be required to submit this information. All spring 2006 sample programs will be required to collect exit data on children that have been in the program for 6 months upon exit and have entry data. All B-3 programs will begin collecting exit data in January 2008 on children that have been in the program for 6 months upon exit and have entry data. B-3 programs will be in full implementation beginning January 2008 with all programs collecting entry and exit data.
DPI
For Local Education Agencies (LEAs)/school districts, DPI is utilizing a sample approach to identify specific districts each year that will be required to collect entry data for children with initial IEPs who enter during the LEAs year of involvement. Exit status for this group of children (the entry cohort) will be reported to DPI. The sampling approach insures that the data on the children in the sample is representative of all children ages 3-5 with IEPs in the state. Beginning in the spring of 2006, sample districts will be required to collect exit data on children that have been in the program for a minimum of 6 months and for whom the district has collected entry data. [OSEP requires districts with an average daily membership of 50,000 or more to be involved in data reporting every year. A separate sampling strategy has been designed for Milwaukee Public Schools, the only LEA in Wisconsin of this size.]
10. How will LEAs determine which children to sample?
Beginning July 1, 2006, Wisconsin DPI has moved to a large sample of districts, the state, therefore, has determined the sample of districts to be included over a 6 year cycle. The first year was the 2005-06 “small sample” of districts. The list of LEAs and the years for their involvement is at: http://www.dpi.state.wi.us/sped/xls/selfassmt-cycle.xls During the LEA’s cycle year, all entering children with IEPs will be in the sample. Milwaukee Public Schools is the only LEA which will be allowed to have a representative sample, as they are required by OSEP to participate every year. MPS and DPI will work together to determine a representative sample strategy which will define the annual cohort.
11. [Specific information for Milwaukee Public Schools] In the school district of Milwaukee, we need to sample 1/5 of our children every year. Will there be a point that we will need to keep entrance and exit data for ALL of our early childhood special education students?
No. This year you would select every 5th child (only the children with initial IEPs) and use the Child Outcome Summary Form within 60 days of entry (initial placement signature date). This is your entry cohort. The 2006-07 entry cohort equals one fifth of the students who entered between the dates of July 1, 2006 and June 30, 2007.
This group of children would be followed to exit. Using the Child Outcome Summary Form information you would report their exit status, to the state during the year of their exit. The sequence would be repeated for the next year, only 1/5th of the children who enter are “in” the child outcome sample if they enter between July 1, 2007 and June 30, 2008. At this point in time, you are following the 1/5 from the first year and 1/5 from the second year. As children exit, this total sample group will have fewer children. As you see from this example, you would never be providing entry and exit data for ALL children, ages 3-5, in MPS.
12. If a child exited Birth - 3 at the end of the school year and the IEP initial placement date was June 2006, would the child be in the 2006-2007 sample cycle?
No. The child would not be in this 2006-2007 sample cycle. Any child whose placement was signed July 1, 2006 though June 30, 2007 would be in this cohort.
13. What if the child’s IEP was held after June 30th e.g. July 1, 2006 and the child started receiving services in September?
The child would be in the 2006-2007 sample and you would complete a Child Outcome Summary Form within 60 calendar days of the IEP initial placement signature. This would mean that the Child Outcome Summary Form would be completed by a team including parents using information received previously. If this child was in a Birth - 3 program previously, the IEP team (including Birth - 3 provider) may choose to complete the form at the initial IEP team meeting. Data could be the same for exit Birth - 3 and entry 3-5. The summary of relevant information used for Birth - 3 exit data may be part of the information considered for entry status for 3-5.
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IEP placement date |
Services begin |
Entry status data collected using the COSF |
|
July 1, 2006 |
September 1, 2006 |
Within 60 days of July 1 |
14. (a) If the district was in the small sample, and now is in the 2006-2007 cycle of district sampling, do we have two sets of children to follow? (b)Do we still report on children who were in the small sample as they exit?
(a) No. you do not have a 2nd set of children to follow, you are not required to collect entry data on children that enter during 2006-2007. Your commitment was to collect entry status during your 2005-06 involvement in the small sample.
A district that was involved in the 2005-2006 small sample will need to complete all other requirements of the self-assessment process during their year of their assignment to the self-assessment cycle. Refer to: The Procedural Compliance Self-Assessment Yearly Cycle at: http://www.dpi.state.wi.us/sped/spp-cycle-actions.html
(b) Yes. Districts who participated in the small sample (2005-2006), follow each child with entry data through to exit, reporting annually on that specific group of children.
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Entry and Exit
15. If a child has had an IFSP, does IEP initiation represent new entry date or are they continuing?
As a child enters early childhood special education services, he/she receives a new entry date, if the district is in the data collection cycle year, or in the case of students in MPS, if the child is randomly selected to be in the MPS sample. A data system is being developed that will allow us to follow children between B-3 and into schools and other programs/services. Birth to 3 and early childhood special education have separate funding and reporting requirements, therefore, the child must have exit data upon leaving B-3 and entry data upon entering early childhood special education services.
Program entry is defined as the initial IFSP/IEP placement signature date.
17. Do we gather data only at entry and exit?
The required data points are entry and exit to report to DHFS or DPI. This system is based on the recommended practice of ongoing assessment. For both counties and districts, programs may choose to incorporate the team conversation and Child Outcome Summary process during the regular IFSP/IEP reviews.
18. Once we collect entry data on the children who enter during the year, do we have to follow that entire group of students until they exit?
Yes. All children who have entry data must be followed until the child exits the program/service. The COSF will be utilized at the exit point and data reported to either DHFS or DPI.
19. (a) What about a child who is receiving special education and turns 6 during the kindergarten school year? (b) Do we complete an exit rating form for the child when the child turns 6 during the year or at the end of the kindergarten year?
(a) For the purpose of the OSEP Child Outcomes process, children between the ages birth through 5 years of age are being followed to determine child outcomes. If the child turns six after September 1st and continues to receive special education services, the exit rating would be completed when the child turns 6. As an example, if the child turns 6 on December 15th the Child Outcomes Summary Form would be completed within 60 days (prior to or following) of the child’s December 15th birthday.
(b) The exit ratings are completed at the time of the child’s birthday. It may be reported on the web-based reporting tool on the schedule that the district has determined, but not later than the following September 1st.
20. When should LEAs collect exit data for children with summer birthdays?
Exit data is completed on children who have been in the program at least 6 months and for children who have entry data. If the child is receiving services during the summer and exits at the beginning of the fall academic year, the exit data would be collected as their time in the summer session comes to a close.
21. For B-3, can the exit data be our referral information to the public school? Can we share exit data with the schools with referral? Do we need parent permission in order to share it?
This information can be included in the information that B-3 programs share with the public schools, with parent permission. Communities can also work out a process that involves the school in the team process for determining exit information. The school may feel that they have enough information about the child to use this process as their entry information. Schools may want to wait to do their entry information until they have observed the child in the new setting. This process provides many opportunities for communities to work out the best approach for their unique settings.
22. What if a child moves? Are we required to do the exit? What if a child dies? What if a family decides to leave B-3 or ECSE services? If students move between entry and exit, how are they represented?
Exit data is completed on children that have been in the program at least 6 months and for children who have entry data. If a child moves to another B-3 program the new program would complete the exit data when the child leaves.
It is the responsibility of the district who collected entry data for a child to also submit exit data. If the child moves to a new district, the new district would collect entry/exit data only if it is also in the designated sample cycle year and the child is receiving an initial IEP in that district.
If a child moves, leaves the program, or you are not able to have further contact with the child for any reason, the program uses information from on-going assessments, IFSP/IEP reviews, or the most recent Child Outcome Summary Form The team can gather information from these sources and complete exit data based on the available information.
There will be a limited number of instances where it isn’t possible to collect exit data. These include the death of the child and loss of contact. In these situations you will use your most recent information to complete the exit information.
The following flow chart summarizes decisions regarding collection of exit data.
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23. When is exit data done on a new speech only child who goes to Kindergarten in the fall?
Exit data is completed on any child who has received special education services for at least 6 months and for whom entry data has been collected. Exit data for any child with entry data, is reported when the child exits B-3, special education services and /or attains age 6 by Sept 1. Data is reported to DHFS or DPI for any child with entry data. The designation of “services less than 6 months” is reported when that is the case. (See #25, below)
24. Does the time a child spends in B-3 or 3-5 show up somewhere as a consideration if we report entry and exit data?
Yes, the entry and exit date allows us to track the length of time the child received services.
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Amount of Time Receiving Services
25. For children to be included in this data collection do they need to receive services for 6 months or more in the same program? What if the child does not receive services for 6 months?
DHFS: Yes, the child needs to receive services for 6 months or more. This timeframe refers to total time in services, so a child could be in more that one program due to a family move.
DPI: During the LEA’s cycle year, all children who enter with initial services are reported as “entering students” and followed through exit. If a child does not complete 6 months of services in this LEA, the child is reported as exited with “exit date”; and shown not to have exit data ( marked: “No-child exited less than 6 months since entry”). These are the fields on the web-based report.
26. Does a child’s time in service need to be consecutive?
DHFS: 6 months of service is generally 6 months of consecutive service. However, if a child is in a program for 2 months, leaves and takes a month to move with his family and shows up in another program across the state where he receives services for another 4 months, this would be considered equivalent to 6 months of consecutive service. If the child is out of the program for several months, it would be necessary to collect new entry data.
DPI: The child’s data is only coming from one LEA. The child who is identified by this district is followed from initial IEP to exit from that same district.
27. If we have a child less than 6 months, do we still do entry level data?
Yes. The entry level data will be done no later than 60 days from IFSP or IEP date. If a child is in services less than 6 months, you would have entry data and it must be reported. For exit data, you would complete the web-based report; indicate that the child has exited and that there is no exit data (less than 6 month).
28. What about a Birth - 3 child who transfers between Birth - 3 programs? What about a child who is between the ages of 3- 5 and transfers between 3-5 programs?
DHFS: Children in Birth -3 programs have a HSRS number that is consistent as the child moves between counties. Therefore, the child would continue in the program and the receiving program would not need to do entry data again. If the child leaves and is not involved in another Birth - 3 program, the exiting program would need to do exit data. If the child reenters a B-3 program after an extended period of time, then you would need to redo entry data when the child re-enters a new Birth - 3 program.
DPI: The only transfer students you count are those children for whom you have developed an initial IEP. If a child was in the evaluation process, but did not yet have an IEP, your district would complete the IEP, and then you would be the district to follow the child for the OSEP Child Outcomes process. A child who has an IEP and has been in a 2006-2007 OSEP Child Outcomes Sample in another district, is not your responsibility to follow.
29. When children leave the ECSE program, what is the
definition for exiting the program? Is that when they no longer receive
ECSE services, such as go on to kindergarten and now have
services from CDB teacher? Or have S/L and ECSE as a 3 year old, but no
longer need ECSE as a 4 year old, but still receiving S/L
ECSE is a term that most accurately refers to early child special education services, not to be confused with a classroom placement, which is just one of the placement options possible for young children with IEPs. Children, ages 3 to 6, are considered to be at the early childhood level. Children, who have an IEP and are in this age range, are part of the child outcome system. Any student with an IEP is "in ECSE" until he/she reaches age 6 by September 1st or exits all special education services.
For example, if a child turned 6 after September 1st and still is receiving special education with an IEP he or she is still part of the child outcome sample. So any child that went to kindergarten and is not yet 6, who still has special education services, must be followed for exit data.
If a child is under 6 and has an IEP, even if it is only S/L, you do exit data when he or she is no longer receiving S/L services or when the child has reached 6 by September 1st.
30. Is B-3 able to get data on a child after they turn 3?
If this is a child with a summer birthday and the agreement is for the B-3 program to continue to provide services, exit data could be collected by B-3 during the summer (if the child has received early intervention services at least 6 months and has entry data.). Once a child leaves B-3, the program is no longer responsible to collect data.
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Child Outcomes Summary Form (COSF)
31. What is the Child Outcomes Summary Form?
The Child Outcomes Summary Form is a 7-point scale for summarizing information related to a child’s functioning on each of the three child outcome areas. The form also contains one question about the child’s progress in each outcome area that is to be completed at exit. The Early Childhood Outcomes Center, an OSEP funded technical assistance center, developed the Child Outcomes Summary Form (COSF). Wisconsin has adapted this form to be fewer numbers of printed pages, and has retained all other aspects of the form and instructions for completing the COSF
32. Why is Wisconsin using the ECO Child Outcomes Summary Form?
Wisconsin has chosen to use multiple sources of information to determine the child’s functioning on each of the child outcomes. The information can include one or more norm-referenced or curriculum-based assessments, parent report on child’s skill and behavior, progress notes of therapists working with the child, observations by a teacher or child care provider or other sources. The Child Outcomes Summary Form provides a 7-point scale to summarize the multiple sources of information the team will be considering when determining to what extent the child shows age-appropriate functioning in each of the outcome areas.
33. How often does the Child Outcomes Summary Form need to be completed?
The Child Outcomes Form must be completed at a minimum at program entry and exit. Your county or district may use the process more often to determine outcome data for your own purposes, for example, annually or every 6 months. The process can be incorporated into your current routines of ongoing assessment and reviewing or developing IFSPs and IEPs. (Also see #17)
34. When will the participating districts/counties get the needed forms?
Data to document your process and rating for entry and exit is entered on the Child Outcome Summary Form. A separate form is used at each rating period and you would note the purpose of the rating as entry or exit. A fillable form is available at:
http://www.collaboratingpartners.com/docs/forms_06/HO14cosfrev.doc
35. Is information available on the validity and reliability of the Child Outcomes Summary Form (COSF)?
The ECO Center is currently collecting information to examine the validity and reliability of the COSF ratings. Ideally, this information would have been available before the tool was released but the OSEP reporting timeline did not allow for this. Preliminary results from pilot data collected to date is promising, leading us to feel confident that under proper conditions e.g. sufficient training, adequate opportunities to have questions addressed, adequate monitoring of the process, the COSF will produce valid and reliable information but the data are not yet available (answer taken from the Q &A Overview of the Child Outcomes Summary Form, ECO Center, 9/29/06)
36. Could we use the IFSP/IEP team to complete the entry data on the Child Outcome Summary Form?
Yes. The team can complete the entry form at the time of the initial IFSP/IEP meeting The same team (or several members of the team including the parent) could also complete the entry form within 60 calendar days of the child’s IFSP initial signature date or IEP initial placement signature date. The advantage to completing the form near the time the child enters a program or service is that the team has a chance to know and observe the child and do ongoing assessment prior to completing the entry form. The team can also use subsequent IFSP/IEP meetings as an opportunity to review the status of the three child outcomes.
37. Do we use a new form for entry and exit?
Yes. One Child Outcome Summary Form is used for entry and new copy of the form for exit. The entry and exit form is the same with the exception that at the top of the Child Outcome Summary Form is a box to check that the form is being completed as “Entry Data” or “Exit Data.” In each case, supply the date of entry or exit, as appropriate.
38. Can we email the Child Outcomes Summary Form back and forth between team members so that we can each fill in individual information?
You must apply the same confidentiality policies and procedures you use for IEPs/IFSPs and other reports that have personally identifiable information
39. Do we need parents to sign a separate consent form to share information about the Child Outcomes Summary Form between Birth to 3 and 3 through 5 programs?
No. If you already have parent consent through the transition process and IFSP/IEP process to share evaluations, assessments and information between the two programs e.g. Birth to 3 and 3-5 programs, you do not need a separate consent to share information regarding OSEP Child Outcomes data.
40. Will the summary form and reporting worksheet be downloadable so they can be completed electronically?
Yes, go to http://www.collaboratingpartners.com/Early_OSEP.htm
to download the Child Outcome Summary Form. Use this form to document your process for summarizing information and determining a rating on the scale. A web based reporting tool is available for reporting data to DPI and DHFS.
41. Who are the forms sent to at DPI and DHFS upon completion?
DPI and DHFS will send the link to the web-based Child Outcome Report to the director of special education or Birth to 3 Coordinator. Information about completing this reporting tool is available on the webcast which is archived on the DPI website: http://media2.wi.gov/dpi/viewer/
Each county/LEA must maintain the paper Child Outcome Summary Forms. LEAs must also maintain a listing of children involved in each cohort. Information from this form is used to complete the web-based report. This web based reporting tool is available for submitting entry and exit data beginning in the 2006-07 year. Prior to submitting the web-based report, a copy of data submitted may be printed.
42. Can documentation on the IEP/IFSP be attached rather than re-writing in the “Relevant Summary Information” section on the Child Outcomes Summary Form?
No, the intent is not to duplicate assessment information that has already been documented. The intent is to demonstrate that the rating is based on adequate sources of information. The goal of your team’s process is to summarize information from a variety of sources. A concise, short summary statement of “Relevant Summary Information” is all that is required.
43. How much time does it take to discuss information and to determine the rating in each column on the Child Outcomes Summary Form?
The estimated time based on input from our spring sample of counties and districts is that the process will take about 15 to 30 minutes for each child.
44. On the Child Outcome Summary Form under Positive Social-Emotional Skills, how do you rate if skills are significantly different with adults than with peers?
The rating is based on a comparison of the child’s development and typical development for children the same age. The team needs to gather information and discuss the statement that best fits the child’s development across all settings.
45. Do we keep the data all together or in each child’s folder?
It is recommended that the information be kept in the child’s folder. The primary purpose of the information is to inform planning. Develop and adhere to local policy so that information can be made readily available for program or monitoring reviews. Refer to Question 9 for further clarification.
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Timelines
46. When is the exit rating determined—before leave, after leave? What is the timeline?
The exit data should be collected as close as possible to exit and within the 60 day period prior to exit. It is during this period that B-3 programs and schools are working on transition planning for the child. For older children who will be 6 years old by September 1st, it may be the final quarter of the previous school year. Ongoing assessment practices will provide periodic information that can be utilized to complete the Child Outcome Summary for children who exit unexpectedly.
47. Is the 60 day timeline for completing entry and exit data 60 school days or 60 calendar days?
Sixty days means 60 calendar days. The intent is to produce a status rating of the child prior to extensive intervention at entry and as close to exit as possible.
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On-Going Assessment
48. Is the list of assessment tools exhaustive?
The training materials located at http://www.collaboratingpartners.com/Early_OSEP.htm contain a set of handouts. March 1 2007 Handout 3.6 lists assessment tools that match the Wisconsin Assessment Principles and includes tools that are comprehensive and can be used in an ongoing approach to support planning and program implementation. It is possible that other tools are available which match these guidelines. Although, we are asking programs/services to utilize at least one of these tools for each child as a part of the multiple approaches to gathering information, it is possible in the future to add more tools to the list.
49. As other tools are cross-walked by the national Early Childhood Outcome (ECO) Center, will those tools be added to the recommended tools?
Yes. We will also look to add tools that address specific disabilities, such as sensory disabilities.
50. Do we have to use an assessment tool (i.e. HELP) to determine exit data/rating?
The process for completing the Child Outcome Summary Form is the same at entry and exit. You need to gather information across all child outcome areas and with a team that includes parents, determine the child’s status at entry and progress at exit based on that information. The information will come from observations, parent input, and at least one of the assessment tools listed on March 1 2007 Handout 3.6 at the following link http://www.collaboratingpartners.com/Early_OSEP.htm
51. Will B-3 and ECSE be required to use a formal assessment tool?
Birth to 3 and early childhood special education are promoting the use of assessment tools that utilize daily routines in typical settings.-and focus on the whole child rather than just one specific area -. These types of tools are not typically considered formal assessment tools. They are known as curriculum based tools and observational assessments. The tools include information from various sources and from multiple settings. Such tools do not require determination of a standardized score or developmental age.
52. Can we use photos to document progress?
Many programs are using a portfolio approach to document child progress. Photos can contribute to these portfolios. The key is to ground each item in the portfolio with developmentally based rubrics that align with the functional behaviors. Add documentation to the photograph to make it a viable piece of data: date, time, conditions (e.g. completed with support, etc).
53. For the purposes of IEP writing, does this constitute a “statewide assessment” as referenced on I-9 form?
No, state assessments are in 3rd, through 8th, and 10th grades
54. Do we use adjusted or chronological age (until age2) for premature babies?
The rating scale is based on age expectations, comparing children’s functioning to their same-age “non disabled” peers. The purpose of the scale is to generate data, ultimately for accountability purposes that can be compared across children, across programs, across states, etc. Adjusting the age would not make the data comparable.
At entry, the team reviews available information about the child and makes a decision. The scale utilizes the terminology “typical for a child’s age” and programs should consider how the child is functioning based on their chronological age. As the child develops progress data at exit may indicate that the child has reached “typical for child’s age”.
55. If a child receives speech/language services only and has not been evaluated or served by ECSE services, do we need to report entry and exit data and, how does the SLP determine the 3 OSEP outcomes?
If the child is age 3 through 5 and has an initial IEP in an LEA during the cycle year (or in the random sample for MPS), the child is included in the data sample. Even if the child only has an IEP that relates to one domain (for example, IEP for speech/language services), because this process is based on functional outcomes, the team would need to determine entry data and exit progress data across all three outcomes. The information can be gathered from regular education or other settings where the child spends time. For example, if the child is in Head Start, the assessment information from Head Start could be a part of the team and contribute information from a broader developmental perspective. Information from a comprehensive assessment tool that assesses ALL domains of development should be one of the multiple sources of information when completing progress/exit data.
56. Therapists struggle with the varying requirements such as detailed, discreet measurements for 3rd party payment, and more broad based assessments. How will we support therapists in their role in this yet another measurement?
This is an important question for B-3 and early childhood special education. The idea of providing on-going assessment that is functional and looks broadly at a child’s development is a best practice. We recognize the challenge between different regulations especially those required for reimbursement from MA and private insurance. We plan to continue to provide technical assistance to programs as this new approach develops and we also will work with the MA community to explore possible alternatives.
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Reporting
57. When do we report entry and exit data?
DHFS and DPI reporting dates are upon entry and upon exit for the same child.
The Child Outcomes Summary Form must be completed within 60 days of entry and exit. You may enter this information in the web based reporting tool as soon as possible after you have completed the Child Outcomes Summary Form and no later than September 1, e.g., if a child entered on September 4, 2006 and exited on June 3, 2007, you would report data as soon as possible (no later than September 1, 2007).
Refer to table below for a comparison of Child Outcome Summary Form recording of entry and exit data and reporting of data:
|
Child Entry Date |
Child Outcomes Summary Form Completed |
Web based Report Completed |
|
September 4, 2006 |
At initial IFSP/IEP if child had an IFSP |
Soon after Child Outcomes Summary Form has been completed |
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As soon as possible after entry |
On or before September 1, 2007 |
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Within 60 calendar days of child’s entry |
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Child Exit Date |
Child Outcomes Summary Form Completed |
Web based Report Completed |
|
June 3, 2007 |
At IFSP/IEP meeting |
Soon after Child Outcomes Summary Form has been completed |
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As near to exit as possible |
On or before September 1, 2007 |
|
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Within 60 calendar days of child’s exit |
58. How do we use the electronic form for reporting?
In both districts and counties, you will need to develop a plan for determining how the person/s gathering and recording the data will share the data with the person who will be reporting
DPI:
The link to the web based reporting tool and related information has been sent to the Special Education Director for each school district in the 2006-7 cycle year. The link to access the names of districts and their sampling cycle is: http://www.dpi.wi.gov/sped/xls/selfassmt-cycle.xls
For further information about reporting data, you can access the October 12, 2007 web cast entitled, “SPP #7 Child Outcomes Web Based Recording,” at: http://media2.wi.gov/dpi/viewer/?cid=1fe95f3f-5675-464b-b673-adbd0a4b85ba
DHFS:
Counties who participated in the small sample, will be asked to start using the web based tool on Nov. 1 2006 to report exit data. All Counties are welcome to start the process and web based reporting prior to the required implementation date of July 1 2007. Training will be provided during Fall Regional Meetings and information is available on the DPI website as follows: “SPP #7 Child Outcomes Web Based Recording,” at: http://media2.wi.gov/dpi/viewer/?cid=1fe95f3f-5675-464b-b673-adbd0a4b85ba
59. Which information from the Child Outcomes Summary Form is reported on the web-based reporting tool?
The data elements are highlighted in the following illustration. The
web-based report guides the submitter, question by question, to provide
the necessary information.
60.
How will data be made available to the public? Do we get our results back
by program (county or district)?
Yes, the aggregate results will be shared with counties and districts. IDEA 2004 requires a public reporting of data, the state will report the number of children in each of the OSEP categories. DPI will publish statewide percentages within the website at the special education pages.
61. We provide B-3 and ECSE services for the most significantly delayed children. Most often they do not reach skill level as their peers. How will this be reflected in the data?
Progress between entry and exit is aggregated and reported to OSEP in the following 5 categories:
(a) did not improve functioning
(b) improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers
(c) improved functioning to a level nearer to same-age peers, but did not reach it
(d) improved functioning to reach a level comparable to same-age peers
(e) maintained functioning at a level comparable to same-age peers
Improvement can mean that the child learned new skills and or moved closer to typically developing. Exit data includes the question “has the child shown any new skills or behaviors since the previous rating?” The child can make progress without moving between the categories on the rating scale.
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Parent Involvement
62. Are there suggestions for informing parents of these new conversations we will have?
- The experience of the sample districts and counties will continue to inform this process. Suggestions might include the following:
- Informing parents that we are interested in knowing how the B-3 and early childhood special education services are supporting children and families
- We are interested in knowing the impact that these programs are having on children and families
- This new accountability process is aimed at gathering information across children, programs, and states. The data will be used to support decisions at the program, state, and federal level. Some of these decisions might include professional development for staff, program models that seem to have the most impact, etc. The accountability system does not in any way change the eligibility for services, parent rights, service plans, or other program features.
- Child outcomes information is only a piece of the accountability system, other areas that are included relate to services being provided in typical settings/natural environments, transition experiences for children, timely delivery of services, family outcomes, and state systems that support local programs.
If you have additional questions, you are encouraged to contact your regional Birth to 3 Resource personnel or CESA Program Support Teacher. For names of contact personnel, access www.collaboratingpartners.com
Or, you can contact:
DHFS: Beth Wroblewski at wroblbm@dhfs.state.wi.us
DPI: Mary Peters at mary.peters@dpi.state.wi.us
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