The Office of Special Education provides information to help school districts understand the three preschool outcomes (positive social-emotional skills including social relationships, acquisition and use of knowledge and skills including early language/communication and early literacy, and use of appropriate behaviors to meet their needs) that are measured and reported for children with disabilities ages three to five. The presentation reviews how to understand the State data reported, how to interpret district data at multiple levels (i.e., district, school, classroom, and child level), and resources for improving outcomes for young children.
Early Learning Standards
The Office of Curriculum and Instruction (OCI) in the Mississippi Department of Education has proposed new Early Learning Standards for three- and four-year-old children. These standards are aligned to the Common Core State Standards for English language arts and mathematics and set additional expectations in the areas of physical development, social and emotional development, approaches to learning, social studies, science, and creative expression.
Standards-Based Early Learning Curricula
The Mississippi State University Early Childhood Institute with funding from the W. K. Kellogg Foundation created a free early childhood curriculum aligned with the OCI Early Learning Guidelines for Three- and Four-Year-Olds (2006).
National Preschool Outcomes Results: This publication compiled results for IDEA’s Early Childhood Programs for 2010-2011 on the three outcomes and two summary statements. In addition, trends from 2008-2009, 2009-2010, 2010-2011 are reported.
Summary Statements: These following links provide definitions of the Summary Statements and a Summary Statements Calculator, a tool that allows districts to take their OSEP progress category data for the three child outcomes and convert it to the summary statements used for target setting.
Bredekamp, S. & Pikulski, J. J. (2005). Principles of an effective preschool curriculum. Presented at Annual Conference of NAEYC on December 9, 2005.
Cooper, J. L., Masi, R., & Vick, J. (2009). Social-emotional development in early childhood: What every policymaker should know. New York: National Center for Children in Poverty.
Klein, L. G. & Knitzer, J. (2006). Effective preschool curricula and teaching strategies New York: National Center for Children in Poverty.
Lucas, A., Gillaspy, K., Hurth, J., & Kasprzak, C with Ayankoya, B., Kelley, G., & Henson, J. (2012). Relationship of quality practices to children and family outcome measurement results. Chapel Hill, NC: Early Childhood Technical Assistance Center.
Additional National Resources
Center for Early Literacy Learning (CELL): The CELL promotes the adoption and use of evidence-based early literacy learning practices. Their website has resources for early childhood intervention practitioners, parents, and other caregivers of children, birth to five years of age, with identified disabilities, developmental delays, and those at-risk for poor outcomes.
Center on the Social and Emotional Foundations for Early Learning (CSEFEL): The CSEFEL promotes the social emotional development and school readiness of young children birth to five years of age. Their website has resources on practical strategies for teachers and caregivers of young children to support social emotional development.
Developing High-Quality, Functional IFSP Outcomes and IEP Goals: This website provides comprehensive training materials (including a PowerPoint presentation, presentation script and notes, handouts, and activities) to improve IEP goals.
Early Childhood Outcomes (ECO) Center: The ECO Center website provides up-to-date information and resources for state and local administrators, technical assistance providers, teachers, other direct service providers, and families to support efforts to implement high-quality outcome systems for early intervention and early childhood special education programs.
Learning Communities: The ECO Center facilitates a number of "learning communities" open to early childhood special education professionals as a way to connect and learn about topics in the field. Each group meets on their own schedule and focuses on a topic or area of service related to child and family outcomes measurement.
Learning Opportunities: The ECO Center provides information on webinars and conferences addressing issues with collecting, analyzing and using data on outcomes to improve early intervention and early childhood special education programs.