The purpose of the early childhood outcomes data collection is to determine if young children with disabilities are making progress toward age level expectations in three outcome areas: 1) social-emotional, 2) knowledge and skills, and 3) getting needs met. States are required to set performance targets for the early childhood outcomes summary statements. Targets are absolute values set by the state based on previous years’ trend data, resulting in yearly incremental goals for improvement for the state and each of its LEAs. The targets address two summary statements:
- Summary Statement I - Of those children who entered the program below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they exited the program.
- Summary Statement II - The percent of children who were functioning within age expectations in each Outcome by the time they exited the program.
The following table compares this LEA’s FFY 2014 and FFY 2015 data (slippage or no slippage) and the FFY 2015 to the FFY 2015 Target (met or did not meet). Note: To be considered slippage by OSEP, the Indicator must show a failure to meet the target and a decrease of 1% or more from the previous year’s data (Office of Special Education Programs [OSEP], 2016)*.
The following chart compares state and LEA percentages of children who substantially increased their rate of growth (SSI) and who exited the program at age level (SSII). The Meaningful Difference Calculation (MDC) indicates whether the difference between the state and LEA values was statistically significant, based on a 90% confidence interval. ‘Yes’ means the values were meaningfully different; ‘no’ means they were not.
The following charts refer to these developmental trajectories:
a. Percent of children who did not improve functioning
b. Percent of children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers
c. Percent of children who improved functioning to a level nearer to same-aged peers but did not reach it
d. Percent of children who improved functioning to reach a level comparable to same-aged peers
e. Percent of children who maintained functioning at a level comparable to same-aged peers
For resources on outcomes measurement, please visit http://nceln.fpg.unc.edu/childoutcomesresources and for training materials: http://modules.nceln.fpg.unc.edu/outcomes/module-intro.
References: *The Office of Special Education Programs. (2016). Retrieved from https://ed.gov/about/offices/list/osers/osep/index.html