ISES Presentation SlidesISES Presentation Slides

Context & Background

• Approximately 46,000 children are assessed two times per year

• This data is used to support Indicator 7 results

• One of two instruments are used to make progress determinations

• The DRDP access or• The DRDP R

What is Indicator 7?

• Indicator 7 reports the progress of children served in ECSE programs across State funded programs

• Progress Statements & Summaries are made for three OSEP indicators

• Social-Emotional Development (OSEP 1)

• Early Learning (OSEP 2)

• Behaviors to Meet Needs (OSEP 3)

Demographics of the ’09 ECSE Exiting Cohort

Descriptive Statistics on Exiters

Number Percent Percent Statewide

Age

3 year-olds 526 9.2 39.3

4 year-olds 4042 71.0 54.8

5 year-olds 1129 19.8 5.9

Male 3955 69.4 n/a

Female 1742 30.6 n/a

Primary Disability*

Speech or Language Impairment 4383 76.9 64.1

Autism 531 9.3 14.3

Specific Learning Disability 261 4.6 5.7

Mental Retardation 178 3.1 5.7

Orthopedic Impairment 90 1.6 2.9

Other Health Impairment 83 1.5 3.2

Hard of Hearing 46 <1 1.2

Multiple Disabilities 44 <1 1.1

Established Medical Disability 36 <1 <1

Deafness 21 <1 <1

Visual Impairment 14 <1 <1

Emotional Disturbance 5 <1 <1

Traumatic Brain Injury 3 <1 <1

Demographics of the ’09 ECSE Exiting Cohort

Ethnicity

Number Percent

Percent Statewide

Not Hispanic or Latino 2973 52.2 48.8

Hispanic or Latino 2680 47.0 51.2

Intentionally Left Blank 44 0.8 0.0

Total 5697 100.0 100.0

Race

Number Percent

Percent Statewide

White 2435 42.7 51.2

Intentionally left blank* 2291 40.2 31.0

Asian 376 6.6 8.7

African-American 352 6.2 5.9

Multi** 174 3.1 2.4

Native American (American Indian or Alaska Native)

50

0.9 0.5

Native Hawaiian or Other Pacific Islander

19

0.3 0.4

Total 5697 100.0 100.1

Looking at Statewide Growth & Progress

• Growth is hard to pin-down because of a few factors that are unique to ECSE programs:

• Duration of ECSE services varies: Children enter at different times in their early school careers. Service delivery is not-standardized.

• Intensity of ECSE services varies: some children receive more services for a longer period of time

• Child Level Skills and Abilities Vary: Children enter ECSE programs with a wide range of skills and abilities

Still we persist…

• Despite these barriers, CDE is investigating and analyzing data to create some meaningful growth indicators

• Some initial findings include the following: • As expected, very few children lose skills during their

ECSE programs• Unofficial estimates suggest that less than two percent of children

show lack of progress

• Nearly all children show evidence of maintenance and progress towards state Standards

OSEP 1 Growth TableAccess OSEP 1 R OSEP 1

N Valid 2257 3440

Mean 18.86 37.70

Median 16.61 34.33

Std. Deviation 17.60 32.00

Percentiles 25 7.15 17.41

50 16.61 34.33

75 29.26 56.52

OSEP 2 Growth Table Access OSEP 2 R OSEP 2

N Valid 2257 3440

Mean 18.11 24.92

Median 15.75 22.34

Std. Deviation 15.85 19.60

Percentiles 25 7.82 11.87

50 15.75 22.34

75 26.80 36.16

OSEP 3 Growth Table Access OSEP 3 R OSEP 3

N Valid 2257 3440

Mean 16.44 44.28

Median 14.16 35.9

Std. Deviation 16.31 42.20

Percentiles 25 5.67 12.76

50 14.16 35.89

75 24.87 77.13

OSEP 1

OSEP 2

OSEP 3

Growth relationship between the indicators

• Growth one OSEP area is also mediated by a child’s growth level in the other OSEP areas

• The following correlation matrixes show that growth in one area corresponds to growth in other areas

ACCESS GROWTH CORRELATIONS

OSEP 1 OSEP 2 OSEP 3

OSEP 1 C Correlation 1 .855 .715

N 2257 2257 2257

OSEP 2 Correlation .855 1 .762

N 2257 2257 2257

OSEP 3 Correlation .715 .762 1

N 2257 2257 2257

Growth Correlations by Instrument

R GROWTH CORRELATIONS

OSEP 1 OSEP 2 OSEP 3

OSEP 1 Correlation 1 .838 .720

N 3440 3440 3440

OSEP 2 Correlation .838 1 .723

N 3440 3440 3440

OSEP 3 Correlation .720 .723 1

N 3440 3440 3440

General Summary of Some Growth Trends

• Growth across domains is highly correlated

• Further investigation is necessary to look at the growth-by-entry analysis

• For all practical purposes, we expect more growth on the R instrument when we examine the exiting cohort• Its scaled differently

• Typically children are higher functioning