Building Outcome Building Outcome Data into a State On-Data into a State On-

Line Data SystemLine Data System

Building Outcome Building Outcome Data into a State On-Data into a State On-

Line Data SystemLine Data System

A birth through five project in A birth through five project in KansasKansas

Margy Hornback, Ed.D.,Margy Hornback, Ed.D.,

Kansas Part B 619 CoordinatorKansas Part B 619 Coordinator

AGENDA

Overview/Agenda• Background information….20

minutes• Discussion• Outcomes Web System…..35 minutes• Discussion• Integrated Data System…35 minutes• Discussion

BACKGROUND INFORMATION

Information About Kansas

• Part C lead agency is Kansas Department of Health and Environment (KDHE)

• Part B lead agency is Kansas State Department of Education (KSDE)

• History of collaboration between the two lead agencies.

• History of local control in Kansas

Process • Formed a stakeholders’ advisory and

work group • Collaboration with Early Childhood

Outcomes Center through Juniper Gardens Children’s Project to preserve local control as much as possible

• Determined Part C exit data can be used as Part B entry data to encourage collaboration during transition

Process • Decision to use curriculum based assessments

based on encouraging partnerships with community programs and potential for program improvement

• Sent survey to determine what assessments were currently used in field

• Analyzed results and chose 8 most commonly used curriculum based assessments

• 80% of programs responding to survey were currently using 1 of the 8 curriculum based assessments

Approved Curriculum Based Assessments

• Assessment and Evaluation Programming System (AEPS)

• Carolina Curriculum• Creative Curriculum• Hawaii Early Learning Profile (HELP)• High Scope Child Observation Record (COR)• Individual Growth and Development Indicators

(IGDIs)• Transdisciplinary Play-Based Assessment

(TPBA)• Work Sampling System (WSS)

Transition Period to Adopt CBA From April 2006-

2007• Transition Assessments

– Weschler Primary and Preschool Scale of Intelligence– Stanford Binet Scale of Intelligence– Woodcock Johnson– Bayley Scales of Infant Development– Battelle Developmental Inventory– Differential Ability Scales

• Allows programs time to adopt CBA and train staff on its use

Trainings and Pilot• Trainings on process for

completing ECO summary form completed

• Trainings on Outcomes Web System completed

• Pilot study in planning stages

Discussion on BackgroundInformation

What decisions were made by other states?

Outcomes Web SystemAn ongoing process

The KIDS Assignment System

• The KIDS Assignment System assigns a unique randomly generated state identification number. The Assignment System is based on a vendor software package.

Table 2:

Roles for persons involved in deciding the summary ratings

Assistive Technology FacilitatorAssistant Director of Special Education ServicesAudiologistBehavioral SpecialistChildcare ProviderCommunity Preschool DirectorCommunity Preschool TeacherConsultant (i.e. vision, hearing)CounselorDirector of Special Education ServicesEarly Childhood TeacherEarly Head Start CoordinatorEarly Head Start Specialist/Home VisitorECSE CoordinatorECSE TeacherElementary School PrincipalFamily Service CoordinatorFamily Supports /Respite Care ProviderHead Start AdministratorHead Start Disabilities CoordinatorHead Start Teacher

Infant/Toddler CoordinatorInfant/Toddler TeacherMental Health ProviderNurseNutritionistOccupational TherapistOrientation and Mobility SpecialistParaeducator Parent/Legal GuardianParent EducatorPhysical TherapistPhysicianPsychologistSign Language InterpreterSocial WorkerSpeech Language PathologistSRS RepresentativeStudent Teacher/Practicum Student

Outcome 1 screen

Discussion on Outcomes Web System

How are other states collecting data?

Integrated Data System

Integrated Data System

• Part C Transition and Outcomes Data• Part B SEAMIS Data (i.e. service settings,

primary and secondary exceptionality, related services, IEP date)

• Part B SPP Indicator Data• K-12 KIDS Data (i.e. school lunch eligibility,

state assessment data, 504, ESOL program, Title I supplemental educational services, special education services entry/exit date)

No Child Left Behind and IDEA 2004

• Need for valid and accurate data.• Need for efficiency and effectiveness in

managing, storing, retrieving, and analyzing data

• Need for integrating data sets• Need to provide evidence-based

technical assistance to I/T networks and districts to improve the achievement for all children

Possibilities for Kansas• Examine student achievement data

longitudinally• Analyze LRE issues in relation to student

achievement• Follow assessment performance of students’

who are exited from special education• Complete 3-way analysis (i.e. determine the

relationship among LRE, ethnicity, and achievement)

• Examine other factors in relation to special education (ELL, SES, number of years in the school system)

Reports generated will be guided by

• Stakeholder input • Key policy questions• Reporting requirements• State goals/needs• Needs of I/T networks and LEAs

Challenges• Confidentiality Issues• Ongoing training of data entry personnel• Working with staff from different

departments and different agencies and still meeting timelines

• Talking the same language• Assignment of unique student IDs across

systems• Ongoing process of refinement

Discussion on Integrated Data Systems

What are other states doing?