Quality Practices

Engaging Families in the Outcomes Rating Process Webinar (Encore Presentation)

Type: 
Webinar
Author/Presenter: 

ECO Staff

Year: 
2013
Abstract: 

The Child Outcomes Summary (COS) process is designed to be a team process, which includes the family of the child with a disability. Talking with and informing families about all the aspects of the early intervention and/or early childhood special education process is a marker of quality, and is absolutely essential for both individual child planning and accurate child outcomes measurement. In this encore presentation of the 2012 Outcomes Conference session, "Inquiring Families Want to Know: Engaging Families in the Outcomes Rating Process," ECO staff hosted a webinar with other states discussing their professional development methods designed to enhance both providers' and families' understanding of the COS process and their capacity to participate fully in rating discussions.

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IDEA's early childhood programs: Powerful vision and pesky details

Type: 
Paper/Report
Author/Presenter: 

Hebbeler, K., Spiker, D., & Kahn, L. Topics in Early Childhood Special Education, 31(4), 199-207.

Year: 
2012
Abstract: 

In this article, the authors examine how national policy can affect local practice, what has been learned from the Individuals With Disabilities Education Act's (IDEA) early childhood programs and discusses how ecological theory provides a useful framework for understanding how IDEA directly and indirectly influences services to young children with disabilities and their families. While 25 years of implementing Part C and Part B Preschool confirms the power of IDEA's vision, that experience also exposes barriers to effective nationwide implementation. Issues in four areas of implementation are discussed: access to services, the quality of services, cost and funding, and outcomes. New opportunities in these areas, as well as new challenges, are now being identified in the call for building coordinated and integrated early childhood systems in states.

Promoting Family Outcomes in Early Intervention

Type: 
Conference Session
Author/Presenter: 

Don Bailey (ECO at RTI), Chase Bolds (GA Part C), Melissa Raspa (ECO at RTI), and Dathan Rush and M'Lisa Shelden (Family, Infant and Preschool Program NC)

Year: 
2010
Abstract: 

Presented at the 2010 Measuring Child and Family Outcomes Conference.

This session discussed ways to improve family outcomes in early intervention through the use of family-centered practices. Presenters provided an overview of the ways family-centered practices affect family outcomes, discussed ways to incorporate family-centered practices into different points of a family's journey through early intervention (e.g., referral, assessment, IFSP planning), and provided examples of types of technical assistance and training activities, both system- and practitioner-level, that can lead to better outcomes for families.

Promoting Early Childhood Outcomes through a Systems Focus on Quality

Type: 
Conference Session
Author/Presenter: 

Valerie Andrews James (AZ 619), Dee Gethmann (IA Birth-5), and Mark Nagasawa (AZ 619)

Year: 
2008
Abstract: 

Presented at the 2008 Measuring Child and Family Outcomes Conference.

Two states shared their respective efforts to support program quality in order to enhance early childhood outcomes. The presentations were intended to stimulate group dialogue about strategies states are using and collaborative problem-solving around questions of where early childhood outcomes efforts sit in relation to other EC initiatives, what constitutes program quality, and what is being done to evaluate quality in relation to child outcomes.

Measuring and Improving Social-Emotional Development with the Pyramid Model: A Multi-Level Framework of Data Collection and Use

Type: 
Conference Session
Author/Presenter: 

Lisa Backer, Lise Fox, Vivian James, Kelly Pleasant, and Megan Vinh

Year: 
2011
Abstract: 

Presented at the 2011 Measuring Child and Family Outcomes Conference. Presenters implementing the pyramid model for social-emotional development discussed and provided examples of the tools they selected for measuring social-emotional outcomes, the data those tools generate, and how they are using the data for decision making at the child, practitioner, classroom, program, state, and national levels. This session presented how different combinations of assessment data can inform different decisions for improvement at all levels. Participants also joined in a discussion of how this framework for multi-level data collection and use can generalize to other child outcomes and State Performance Plan indicators.

Linking Practices to Promote Language, Literacy, and Social Development

Type: 
Conference Session
Author/Presenter: 

Lise Fox and Carol Trivette

Year: 
2011
Abstract: 

Presented at the 2011 Measuring Child and Family Outcomes Conference. The Center for Early Literacy Learning (CELL) and the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI), funded by the Office of Special Education Programs, discussed their engagement in capacity-building efforts to promote the widespread implementation of evidence-based practices to ensure that programs can effectively promote child outcomes. Participants learned about the linking of practices to promote social, language, and literacy skills, the processes used to build capacity and ensure implementation fidelity, and the many practical resources offered by both Centers.

It's Getting Better All the Time: Look at Practice Quality to Improve Outcomes

Type: 
Conference Session
Author/Presenter: 

Robin McWilliam

Year: 
2011
Abstract: 

Presented at the 2011 Measuring Child and Family Outcomes Conference. Specific practices in Part C and preschool special education have the potential to make a difference in child and family outcomes. What are these key practices that go beyond compliance with IDEA? How can we collect different levels of data on quality? I've got to admit it's getting better/A little better all the time.

How do you get functional information across settings and situations when providers don't see the children much?

Type: 
Conference Session
Author/Presenter: 

Barb Jackson and Jan Thelan (NE Birth-5)

Year: 
2007
Abstract: 

In this facilitated discussion from the 2007 Measuring Child and Family Outcomes conference, presenters discussed how providers must assess child progress across the three functional outcomes. To do so, they must know how the child is functioning across situations and settings. Yet many providers have minimal contact with the children on their caseload. What are strategies for getting the information they need for outcomes measurement and reporting?

Development and Dual Language Learners: What are Appropriate Outcomes?

Type: 
Conference Session
Author/Presenter: 

Linda Espinosa

Year: 
2012
Abstract: 

Presented at the 2012 Measuring and Improving Child and Family Outcomes Conference. This presentation includes quality policies and practices for serving young children from culturally and linguistically diverse backgrounds.

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