Indicator 7 is the percentage of preschool children ages 3-5 with IEPs with improved A) positive social-emotional skills; B) acquisition and use of knowledge and skills; and C) use of appropriate behaviors to meet their needs.
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Terms to Know:
Continuous assessment: One of five assessments approved by the OSEEL for use in preschool; the assessment chosen must be consistently used a minimum of twice per year (fall and spring) throughout a child’s enrollment in preschool.
Data Collection:
LEA staff enroll preschool students in IC and designate which continuous assessment will be used. The LEA enters the Child Outcomes Summary (COS) Process rating into IC. Three times a year, the OSEEL pulls the data from IC and reviews for completeness.
The student’s COS program entry, interim and exit ratings are analyzed using calculators developed by ECTA. The data is then disaggregated into each of the three OSEP target categories:
7A: Positive social-emotional skills (including social relationships);
7B: Acquisition and use of knowledge and skills (including early language/communication); and
7C: Use of appropriate behaviors to meet their needs.
The OSEEL calculates percentage of items on which the student scored at age level at the exit for each of the three outcomes. The OSEEL determines growth by calculating the change in percentage between initial entry, interim and exit ratings. The results are then categorized into one of five levels of functioning (also known as progress categories or outcomes) specified by the OSEP:
(a) students who did not improve, i.e., did not move nearer to age-equivalent functioning and exhibited no change or a decrease in total item scores;
(b) students who improved but not sufficiently to move nearer to age-equivalent functioning, i.e., exhibited a total item gain but did not exhibit an increase in ageequivalent functioning;
(c) students who improved functioning and moved nearer to age-equivalent functioning but did not reach the level of same-aged peers, i.e., increase in percentage of age-equivalent functioning, but still less than 40% of items used to measure an outcome;
(d) students who improved functioning reaching levels comparable to same-aged peers, i.e., reached age-appropriate functioning on at least 40% of items used to measure an outcome; and
(e) students who maintained functioning comparable to same-aged peers, i.e., continued to function at age-level on 40% or more items for an outcome at both entry and exit from preschool.
Measurement:
For each part of Indicator 7 (A-C), two summary statements are addressed:
Summary Statement 1 (SS1): Of those preschool children who entered or exited the preschool program below age expectations in each outcome (a-e), the percentage who substantially increased their rate of growth by the time they turned 6 years of age or exited the program.
SS1 Measurement: The OSEEL calculates by taking the total number of preschool children reported in progress category (c) and (d) dividing it by the total number of preschool children reported in progress categories a, b, c and d and converting to a percentage.
Summary Statement 2 (SS2): The percentage of preschool children who were functioning within age expectations in each outcome (a-e) by the time they turned 6 years of age or exited the program.
SS2 Measurement: The OSEEL calculates by taking the total number of preschool children reported in progress categories (d) and (e) dividing it by the total number of preschool children reported in progress categories (a), (b), (c), (d) and (e) and converting to a percentage.
Investigative Questions:
In what ways does the district use data results (i.e. location, LRE, type of services, interventions) to strengthen preschool student outcomes?
How does the district ensure children with IEPs (ages 3-5) acquire and use knowledge and skills associated with early language/communication and early literacy?
How does the district ensure children with IEPs (ages 3-5) develop appropriate behaviors to meet their needs?
How does the district ensure children with IEPs (ages 3-5) develop positive social/emotional skills?
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