HANDOUT # 4

Explaining State Child Outcomes Data to the Public (12/1/07)

When each state reports their child outcomes progress data in February, 2008, we anticipate that you will be called on to explain and interpret the data to:

  • The media
  • State legislators
  • Families
  • Early intervention and 619 providers
  • Other key stakeholders in your state

Below are some questions/answers and key messages that you may want to use or adapt.

Remember to use the Q&A document from the ECOCenter web site ( for general information about the child outcomes (e.g., what they are, why they are being collected, where did the outcome statements come from, etc.).

It is also advisable to:

Use simple declarative statements.

State findings simply and also include interpretation(s) of the findings.

Decide on a small number of key findings and messages to communicate.

Avoid the use of jargon.

Include parents as spokespersons about your messages.

Prepare a 1-2 page Fact Sheet to give to your interviewer or audience.

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What can we discuss the early child outcomes data?

This is the first year that we have collected progress data. As such, these data should be seen as preliminary data. Our state and OSEP understand this and expect the quality of the data to improve over time.

Children may participate in the program for 3 years, but these progress data only include children who both entered and exited the program within a 6-9 month period (OR THE PERIOD OF DATA COLLECTION FOR YOUR STATE). Therefore, these data may not reflect the kinds of progress observed in all children who participate in the program.

IF APPLICABLE: In our state, we only have data on a small number of children. Therefore, the data may not be a good representation of all the children in the program.

IF APPLICABLE: In our state, we just began collecting data in (DATE). This means that we only have progress data on those children who both entered and exited the program since (DATE).

IF APPLICABLE: In our state, these preliminary data are based on outcomes from children in only a few sites within the state. Therefore, the data may not be a good representation of all children in the program.

IF APPLICABLE: During the first year of collecting outcomes data, our state identified some challenges in the statewide database used to track children as they move across locations and over time. We are working on resolving these challenges, but data from this first year include a higher than expected rate of attrition. So, the data may not fully reflect the kinds of progress of all children participating in our state.

IF APPLICABLE: During the early stages of collecting outcomes data, our state has been learning how to improve the process of data collection. These early data reflect data collected using the initial guidelines and approach. We expect to see some changes in future data as we make improvements in the training and guidance about data collection.

How can we discuss future child outcomes data?

Each state reported to OSEP the progress children made between the time they enter a program and the time they exit in each of 3 outcome areas. Specifically, we reported on the percentage of children who fall into 5 categories that describe how much progress and improvement children made:

  • Did not improve functioning (category A).
  • Improved functioning, but not enough to move nearer to functioning like same-aged peers (category B).
  • Improved functioning and moved nearer to functioning like same-aged peers, but did not reach it (category C).
  • Improved functioning to reach a level like same-aged peers (category D).
  • Maintained functioning at a level like same age peers (category E).

Our state’s data show that children served in these programs are benefiting from participation in the programs. MORE DETAILED STATEMENTS CAN BE MADE FOR EACH OF THE 3 OUTCOMES, SUCH AS:

  • Almost all children in these programs made progress and improvements in their development and learning between entry and exit from the program (XX% of the children, category B + C + D + E).
  • Many(most) children made significant progress, moving closer to what is expected for same age peers (category C + D), or they continued to have age-expected development (category E).
  • XX% improved to a level that is closer to same age peers, but not yet caught up to same age peers (category C).
  • XX% improved all the way to the level of their same age peers; they caught up in their development (category D).
  • Another XX% were like same age peers at both the beginning and at the end of the program; they continued to have age-expected development (category E).So, the program is helping these children maintain effective development in this area, despite the children’s risk for delays caused by the disability or risk factors that made them eligible for services.
  • Only a very small number of children showed no progress or improvements, or gained no new skills, between the time they entered the program and left the program (X% of the children, category A). These are children with very serious and significant disabilities.

We are pleased with these data because they show that these programs are really helping children improve their development and learning during this very important early period of life.

  • We are seeing that most children are making progress in their functioning.

It is important to know that these programs provide services to a wide range of children who are quite different from each other.

  • There are children with many different kinds of disabilities and delays in their development and learning.
  • Some children have very serious disabilities and delays; others may have rather mild delays.
  • Some children have conditions associated with later delays (like being born a very low birth weight), but by intervening early, the program can reduce the possible negative consequences of the condition on the child’s development.
  • Some children have difficulties in all these of the outcome areas, while others may only have trouble in one or two areas.

Because these programs serve so many different kinds of children, we would expect some children to catch up to same age peers; others will make progress, but not quite catch up; while still others will make progress and not move closer to same age peers.

Our state is looking at these data to see how they can help us improve our programs for young children with disabilities and their families. We are looking at the outcomes of different groups of children, for different regions of the state, and in other ways.

Examples of Sample Statements (hypothetical data).

9 in 10 children showed improvements in acquiring and using knowledge and skills (including language and communication skills) from entry to exit from the program.

In the area of having positive social relationships with adults and peers, nearly three-fourths (74%) of children made more progress in functioning than expected or maintained functioning like same age peers.

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