Paper/Report

Position Statement on Early Learning Standards

Type: 
Paper/Report
Author/Presenter: 

National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE)

Year: 
2009
Abstract: 

This report summarizes the position on early learning standards of the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). There are several resources: a 2-page "Where we stand" summary (2009), the full report (2002) and the executive summary (2002). 

Perspectives on Early Childhood Learning Standards and Assessments

Type: 
Paper/Report
Author/Presenter: 

Snow, C.E. & Van Hemel, S.B. Eds; National Research Council

Year: 
2008
Abstract: 

Book chapter on early learning standards and assessment in early childhood.

Part C Family Survey Guide

Type: 
Paper/Report
Author/Presenter: 

Mid-South Regional Resource Center (MSRRC)

Year: 
2009
Abstract: 

This guide was developed to assist states in developing improvement activities using their parent survey data in response to Indicator 4 of the Part C State Performance Plan (SPP). The purpose of the guide is to help states use the findings of their surveys to improve services, no matter what survey instrument is used (e.g., NCSEAM, state-developed, or ECO). The intent is to answer the questions, "What do the results mean?" and "How can we use this information to improve services?"

Outcomes Reported by Spanish-Speaking Families in Early Intervention

Type: 
Paper/Report
Author/Presenter: 

Olmsted, M. G., Bailey, D. B., Raspa, M., Nelson, R., Robinson, N., Simpson, M. E., et al. (2010). Outcomes reported by Spanish-speaking families in early intervention. Topics in Early Childhood Special Education, 30(1), 46-55.

Year: 
2010
Abstract: 

This study uses data from two states to compare how families participating in early intervention who completed a Spanish version of the Family Outcomes Survey (FOS) (n = 291) compared with Hispanic (n = 486) and non-Hispanic (n = 2,363) families who completed the English version. In general, most families reported positive outcomes but there was variability in their responses. Families completing the survey in Spanish consistently reported lower outcome attainment than both Hispanic and non-Hispanic families completing the FOS in English. They also reported lower perceptions of the helpfulness of early intervention, but the three groups did not differ with regard to perceptions of family-centered practices. Factor analysis revealed that constructs assessed by the survey are similar for both the English and Spanish version of the survey. Hierarchical linear models analysis within the Spanish-language group indicated that family-centered practices were significantly related to family outcomes.

Outcomes for Children Served through IDEA's Early Childhood Programs (2012)

Type: 
Paper/Report
Author/Presenter: 

The Early Childhood Outcomes Center

Year: 
2012
Abstract: 

This 2-page document summarizes the analyses of the FFY 2010 child outcomes data submitted by states to OSEP in February 2012.

Outcomes for Children Served through IDEA's Early Childhood Programs

Outcomes for Children Served through IDEA's Early Childhood Programs

Type: 
Paper/Report
Author/Presenter: 

Hebbeler, K. and Taylor, C.

Year: 
2011
Abstract: 

This 2-page document summarizes the analyses of the FFY 2009 child outcomes data submitted by states to OSEP in February 2011.

OSEP's Revised Child Outcomes Reporting Requirement for Part C and Part B/619 Programs: What the Changes Mean for States

Type: 
Paper/Report
Author/Presenter: 

The Early Childhood Outcomes Center

Year: 
2006
Abstract: 

On August 10, 2006, The Office of Special Education Programs revised their reporting requirement for Part C and Part B/619 programs related to child outcomes. This document summarizes those changes and describes the new reporting categories and what they mean. Implications for states in the process of developing their outcomes measurement systems are discussed. 

Measuring family outcomes: Considerations for large-scale data collection in early intervention

Type: 
Paper/Report
Author/Presenter: 

Bailey, D., Hebbeler, K., Olmsted, M., Raspa, M., & Bruder, M. (2008). Measuring family outcomes: Considerations for large-scale data collection in early intervention. Infants & Young Children, 21 (3), 194-206

Year: 
2008
Abstract: 

Early-intervention programs are increasingly being asked to provide data showing effectiveness. Usually this means proving benefit for children, but here we argue that documenting benefit for families is also important. A recent national effort has led to the identification of 5 desired outcomes for families whose children participate in early-intervention programs. This article discusses issues and considerations in documenting family outcomes in the context of large-scale assessments, and describes the initial development of a survey instrument that could be useful in such efforts.

Measuring Family Outcomes in Early Intervention: Findings from a Large-Scale Assessment

Type: 
Paper/Report
Author/Presenter: 

Raspa, M., Bailey, D. B., Nelson, R., Robinson, N., Simpson, M. E., Guillen, C., Olmsted, M., & Houts, R. (2010). Measuring family outcomes in early intervention: Findings from a large-scale assessment. Exceptional Children, 76(4), 496-510.

Year: 
2010
Abstract: 

This study reports data from a large scale assessment in which the Family Outcomes Survey was used with families participating in early intervention. The study was designed to determine how families describe themselves with regard to outcomes achieved, the extent to which outcomes are interrelated, and the extent to which child, family, and program factors are associated with outcomes. Although families reported positive outcomes, there was variability in their responses. Factor analysis revealed two areas where outcomes were clustered: 1. family knowledge and ability; and 2. family support and community services. Hierarchical linear models indicated race/ethnicity, income, time in early intervention, perception of early intervention, and family-centered services were related to family outcomes. Also discussed are recommendations on how to best use survey data.

Issues in Designing State Accountability Systems

Type: 
Paper/Report
Author/Presenter: 

Gloria Harbin, Beth Rous, Mary McLean

Year: 
2004
Abstract: 

The purpose of this working document is to provide a resource for state policy makers and researchers who are interested in collaboratively designing and implementing rigorous and systematic accountability models that yield accurate data.

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