Indicator #7 – Child Outcomes Q & A
Background / Overview
IDEA 2004 instilled heightened awareness of accountability, with the primary focus of state and federal
monitoring activities being on improving educational results and functional outcomes for children with
disabilities. The Office of Special Education Programs (OSEP) is responsible for ensuring state
compliance with the Individuals with Disabilities Education Improvement Act (IDEA) e.g. improving
educational results and functional outcomes for children with disabilities
OSEP developed a continuous improvement monitoring process that utilizes the State Performance Plan
(SPP) and the Annual Performance Report (APR) as the primary mechanisms to assist states in being
accountable to meet the needs of children with disabilities. Part C Indicator #3 and Part B Indicator #7
were new requirements in IDEA 2004.
There are three child outcome areas that apply to children, regardless of their eligibility category:
Part C – Birth -3 (Indicator #3)
Focuses on infant and toddler outcomes, specifically the percent of infants and toddlers who
demonstrate improved:
•
Positive social-emotional skills
•
Acquisition and use of knowledge and skills (including early language/communication)
•
Use of appropriate behaviors to meet their needs
Part B – Ages 3-5 (Indicator #7)
Focuses on preschool outcomes, specifically the percent of preschool children who demonstrate
improved:
•
Positive social-emotional skills
•
Acquisition and use of knowledge and skills (including early language/communication and early
literacy
•
Use of appropriate behaviors to meet their needs
Note: With the exception of words “early literacy” added for Part B (preschool), the indicators
and child outcomes are the same for Part C (Birth to 3) and Part B, 619 (3-5)
In Wisconsin, we have worked to blend the requirements of the Preschool Outcomes for children with
Individualized Education Programs (IEPs), ages 3 through 5 years, and Infant and Toddler Outcomes for
children with Individual Family Service Plans (IFSPs), from Birth to age 3, into a Birth to 6 Child Outcome
systems. The benefit of collecting and summarizing Child Outcome Data is to:
•
Demonstrate the effectiveness and benefits of early childhood intervention;
•
Determine program improvement; and
•
Determine professional development.
Indicator #7 Child Outcomes Q&A
September 2010
Page 1 of 14
Definitions
Entry Date:
The date a child enters a county or districts cohort. In Part C
this is defined as the date the initial IFSP is signed. In Part B this
is defined as the Initial Placement Signature date of the IEP.
Exit Date
The date a child exits the child outcomes cohort. In Part C this is
defined as the date the child turns 3, or, exits the Birth-to-Three
system (all services have an “end date in PPS). In Part B this is
defined as the date the child turns 6, or, leaves the district, or, is
no longer eligible for early childhood special education services.
Cohort
Cohort refers to the group of children in a given year of which a
county or district is gathering child outcome’s data. A cohort
year begins on July 1 and ends on June 30 of the following year.
COSF
Child Outcomes Summary Form - A form used to document
relevant evidence and the entry or exit ratings of a child’s child
outcome scores.
Decision Tree
The Decision Tree is a decision making process that is utilized to
determine a child’s entry or exit ratings.
IDEA
Individuals with Disabilities Education Act of 2004: The current
federal special education law.
IEP
Individual Educational Program - The individualized education
program or IEP means a written statement for each child with a
disability that is developed, reviewed and revised in a team
meeting.
IFSP
Individual Family Service Plan – The plan that determines the
educational and family goals and plans for meeting those goals
for a child and family receiving early intervention services (Birth
– to –Three).
Interagency Agreements
Interagency agreements are developed between a Birth to 3
Program and a LEA to define and clarify the processes and
responsibilities at the local level.
Indicator #7 Child Outcomes Q&A
September 2010
Page 2 of 14
LEA
Local Education Agency – Refers to a school district,
Department of Health, Departments of Corrections or nondistrict Charter Schools.
Ongoing Assessment
The process of gathering information on a child’s growth and
development for the purpose of program planning.
OSEP
Office of Special Education Programs, US Department of
Education – The federal organization that provides guidance
and oversees state special education programs.
Parents:
The term “parents” is used throughout the document to refer to
the child’s parent(s) or legal guardian(s).
Pilot
Refers to the small group of counties and districts who
participated in the first year of gathering child outcomes data
for the period from April through June 2006.
PPS
Program Participation System – the electronic data system
used to manage referrals of children and also child outcomes
data from county Birth to 3 agencies local education agencies.
Progress Category
Refers to the five categories of data which states reported child
outcomes data to OSEP on in the 2007, 2008, and 2009 Annual
Performance Report (APR). The five categories are:
a. Children who did not improve functioning.
b. Children who improved functioning but not sufficient to
move nearer to functioning comparable to same aged peers.
c. Children who improved functioning to a level nearer to same
aged peers but did not reach it.
d. Children who improved functioning to reach a level
comparable to same aged peers.
e. Children who maintained functioning at a level comparable to
same aged peers.
Sample
Refers to the sampling strategy used by the Wisconsin
Department of Public Instruction which places all districts on a
five year Compliance Self-Assessment Cycle. A districts assigned
year indicates the year they are to begin gathering data for
Indicator 7 – Child Outcomes.
Indicator #7 Child Outcomes Q&A
September 2010
Page 3 of 14
Special Education Web Portal
The Wisconsin Department of Public Instruction Special
Education database utilized by LEA’s (districts) to track required
data, including Indicator 7 – Child Outcomes.
SPP
State Performance Plan - Refers to the plan developed and
implemented by the Wisconsin Department of Public Instruction
for carrying out the 20 required Special Education Child and
Family Indicators.
Summary Statement:
Refers to the two statements developed by OSEP which states
report child outcomes data percentages to OSEP beginning with
the 2010 Annual Performance Report (APR).
Summary Statement 1
Of those children who entered the program below age
expectations in each outcome, the percent who substantially
increased their rate of growth by the time they exited the
program.
Summary Statement 2
The percent of children who were functioning within age
expectations in each outcome by the time they exited the
program.
Indicator #7 Child Outcomes Q&A
September 2010
Page 4 of 14
LEA Child Participation
1. How do districts determine which children are included in the Part B – LEA Sampling Strategy?
For Local Education Agencies (LEAs), DPI is utilizing a sample approach to identify specific districts each
year that will be required to collect entry data for children with initial IEPs who enter during the LEAs
year of involvement. DPI has determined the sample of districts to be included over a 6 year cycle. The
list of LEAs and the years for their involvement is posted at:
http://www.dpi.state.wi.us/sped/xls/selfassmt-cycle.xls. During the LEA’s cycle year, all entering
children with IEPs will be in the sample. The sampling approach insures that the data on the children in
the sample is representative of all children ages 3-5 with IEPs in the state.
Milwaukee Public Schools Sample Cohort
OSEP requires districts with an average daily membership of 50,000 or more to be involved in data
reporting every year. A separate sampling strategy has been designed for Milwaukee Public Schools, the
only LEA in Wisconsin of this size. For children with initial IEP’s in the Milwaukee Public Schools, every
5th child is selected to participate in the sample cohort
2. Are speech and language only children included in a district’s sample cohort?
Yes - all children who have been found eligible for special education and whose projected IEP
implementation date for services to begin is between July 1 and June 30 of their designated sample year
are included in the district’s sample cohort.
3. Are children with disabilities attending private or parochial schools to be included in a district’s
sample cohort?
No, because children with disabilities who are receiving services in a parochial or private school have a
Services Plan as opposed to an Individual Educational Program, these children are not to be counted in a
district’s sample cohort.
4. If my district participated in the 2005-06 pilot do we include a new sample of children in my
districts assigned self-assessment cycle?
No - Districts who participated in the 2005-06 pilot for Indicator 7 do not add children to their cohort in
their assigned self-assessment cycle year. The district is required to collect exit data on their original
cohort of children who were in the program for a minimum of 6 months and for whom the district has
collected entry data.
5. If a child receives only speech and language services do we need to report on all three outcomes
or just outcome #2 – Acquisition and Use of Knowledge and Skills? If so, how does a speech
pathologist gather information on all areas of a child’s development?
Even if the child only has an IEP that relates to one domain (for example, IEP for speech/language
services), because this process is based on functional outcomes, the team would need to determine
entry data and exit progress data across all three outcomes. The information can be gathered from
parents or primary caregivers, regular education and/or other settings where the child spends time. For
example, if the child is in Head Start, the assessment information from Head Start could be a part of the
team and contribute information from a broader developmental perspective. Information from a
comprehensive assessment tool that assesses ALL domains of development should be one of the
multiple sources of information when completing progress/exit data.
Indicator #7 Child Outcomes Q&A
September 2010
Page 5 of 14
6. If a child is in five-year-old kindergarten and continues to receive special education services from
an early childhood special education teacher, cognitive disability teacher, learning disability
teacher, speech and language pathologist or occupational therapist or physical therapist, does the
child continue to remain in the sample cohort?
Yes - Children ages 3 to 6 with IEPs are part of the child outcome system, regardless of the program that
provides the services. If the child continues to receive special education services in five-year-old
kindergarten, regardless of who provides the services, the child remains in the sample cohort and an exit
rating form is completed for the child within the 60 day timeline of the child turning six. The program
may be a cognitive disabilities program, a speech and language program, or a generic early childhood
special education program.
7. Once we collect entry data on the children who enter during the year, do we have to follow that
entire group of students until they exit?
Yes - All children who have entry data must be followed until the child exits the program/service. The
COSF will be utilized at the exit point and data reported to the DPI.
Entry / Exit - Timelines
8. What defines entry date for child outcomes?
Child outcomes entry date is defined as the Initial Placement Signature date.
9. When should the child’s entry rating be determined?
A child’s entry rating must be determined within 60 days of the child’s initial placement signature date.
10. If an initial IEP has been developed for a child but the child will be turning 6 less than 6 months
from the entry date, does an entry rating need to be reported?
No – if a child’s entry date (Initial Placement Signature date) is less than 6 months (181 days) prior to
their 6th birthday, the child does not need to be included in the district’s sample cohort. This is because
the child will not be receiving 6 months or more of services.
11. When should the child’s entry data be entered into DPI’s Special Education Web Portal?
The child’s entry data (including name, entry date, and the entry rating for each of the three outcomes)
should be entered into DPI’s Special Education Web Portal within 60 days of the Initial Placement
Signature date.
12. What defines exit date?
Exit information needs to be reported on ALL children with an entry data AND have been in the program
for 6 months (181 days) or more. If the child received less than 6 months (181 days) of service the exit
date must be entered however an exit rating does not need to be determined.
There are three different dates that can be considered as a child’s exit from the district’s sample cohort:
•
The date the child turns 6.
•
The date the child moves / transfers out of the district, or
•
The date the child is determined to be no longer eligible for services.
Indicator #7 Child Outcomes Q&A
September 2010
Page 6 of 14
13. When should the child’s exit rating be completed?
The child's exit rating should be determined just prior to the child’s 6th birthday or upon exit.
14. What is the recommended timeframe for collecting information to determine the child’s level of
functioning prior to exit?
The exit data should be collected as close as possible to exit and within the 60 day period prior to exit.
For older children who will be 6 years old by September 1st, it may be the final quarter of the previous
school year. Ongoing assessment practices will provide periodic information that can be utilized to
complete the Child Outcome Summary for children who exit unexpectedly.
15. When should the child’s exit data be reported into DPI’s Special Education Web Portal?
A child’s exit data (including the exit date, ratings in each of the 3 outcomes, and answer to the progress
question) should be entered into DPI’s Special Education Web Portal within 30 days of the child’s exit
date.
16. When should LEAs collect exit data for children with summer birthdays?
If a child turns six in the summer and is not receiving summer services, an exit rating should be
determined based on the child’s level of functioning within 60 days of the end of the current school
year. If the child is receiving summer services and exits at the beginning of the fall academic year, the
exit data would be collected as their time in the summer session comes to a close.
17. What about a child who is receiving special education and turns 6 during the kindergarten school
year (including speech & language only children) - do we complete an exit rating form for the child
when the child turns 6 during the year or at the end of the kindergarten year?
If the child turns 6 after September 1st and continues to receive special education services (including
speech & language only or other special education services) the exit rating would be completed when
the child turns 6. As an example, if the child turns 6 on December 15th the Child Outcomes Summary
Form would be completed within 60 days prior to the child’s December 15th birthday.
18. Is the 60 day timeline for completing entry and exit data 60 school days or 60 calendar days?
Sixty days means 60 calendar days. The intent is to produce a status rating of the child prior to extensive
intervention at entry and as close to exit as possible.
19. Does a child’s time in service need to be consecutive?
The child’s data is only reported by one LEA. The child who is identified by this district is followed from
initial IEP to exit from that same district.
Entry / Exit – Transfers & Transition
20. What if a child transfers to a new district – who reports the child’s exit data?
A child’s child outcomes data is reported by the district who developed the child’s initial IEP. If a child
transfers out of this district, the district should report the child’s exit data on the DPI Special Education
Web Portal.
21. If a child transfers into a district with an existing IEP are they included in the new district’s sample
cohort?
Indicator #7 Child Outcomes Q&A
September 2010
Page 7 of 14
The district which developed a child’s Initial IEP is responsible for reporting the child’s child outcomes
data. If the receiving district accepts the IEP of the transfer child then this child would not be part of the
district’s child outcomes sample cohort.
If however the receiving district does not accept the transfer child’s IEP and develops a new IEP, then
this child would be part of the district’s child outcomes sample cohort.
If a child was in the evaluation process, but did not yet have an IEP, the receiving district would
complete the IEP and report the child for the Child Outcomes process.
22. What exit data is required if a child unexpectedly leaves the program or district e.g. moves, dies,
leaves the ECSE services?
If a child moves, leaves the program, or you are not able to have further contact with the child for any
reason, the program uses information from on-going assessments, IEP reviews, or the most recent Child
Outcome Summary Form. The team can gather information from these sources and complete exit data
based on the available information.
There will be a limited number of instances where it isn’t possible to collect exit data. These include the
death of the child and loss of contact. In these situations you will use your most recent information to
complete the exit information.
23. If a child has had an IFSP, does IEP initiation represent new entry date or are they continuing?
As a child enters early childhood special education services, he/she receives a new entry date. Birth-3
and early childhood special education have separate funding and reporting requirements, therefore, the
child must have exit data upon leaving Birth-3 and entry data upon entering early childhood special
education services. See Question 24 for additional information.
24. Can the LEA use the B-3 exit rating as the LEA entry rating?
Yes. The LEA can use the B-3 exit or determine a new entry rating if the child’s life situation merits, e.g.
significant developmental changes, hospitalization, illness, change in foster care placement, etc. LEA’s
and B-3 programs are free to choose and should include their decision in their interagency agreements.
(See question # 25 for guidance).
25. How can B-3 staff and LEA staff collaborate to determine the child’s B-3 exit / LEA entry rating?
LEA’s are encouraged to invite B-3 staff to be involved in the IEP process. Together the B-3 and LEA staff
can discuss the current level of developmental functioning of the child. The discussion of Eligibility,
Present Level of Academic Achievement and Functional Performance and Goals that takes place during
the IEP process correlates with the Child Outcomes Summary Form discussion regarding the child’s level
of functioning in the three outcomes areas. LEA’s are encouraged to schedule the IEP meetings in
advance so that both the parents and B-3 staff can attend.
26. Should the B-3 Exit / 3-5 entry rating be determined at the Transition Planning Conference (TPC)?
No. The timing of the Transition Planning Conference (TPC) should have already been conducted since
TPC’s are scheduled between 2 years 3 months and 2 years 9 months prior to the child’s third birthday.
The exit rating is to be entered between 0 and 60 days prior to their third birthday.
Indicator #7 Child Outcomes Q&A
September 2010
Page 8 of 14
27. Can the discussion of Birth-to-3 exit ratings / LEA entry ratings are included on the Part C / Part B
Interagency Agreements?
Yes. It is recommended that in the development of the Part C / Part B Interagency Agreement partners
include a discussion about when and where the Part C Exit Rating/Part B Entry Rating is determined (e.g.
during the IEP meeting) and who is involved in that discussion. This could then be included in the
Interagency Agreement.
The LEAs may feel that they have enough information about the child to use this as their entry
information. LEAs may want to wait to do their entry information until they have observed the child in
the new setting. This process provides many opportunities for communities to work out the best
approach for their unique settings.
28. Do we need parents to sign a separate consent form to share information about the Child
Outcomes Summary Form between Birth-3 and 3-5 programs?
No. If you already have parent consent through the transition process and IFSP/IEP process to share
evaluations, assessments and information between the two programs e.g. Birth-3 and 3-5 programs, you
do not need a separate consent to share information regarding Child Outcomes data.
Entry / Exit – Unique Situations
29. Are children attending private or parochial school to be included in a district’s sample cohort?
No. Children who are receiving services in a parochial or private school have a Services Plans as opposed
to an Individual Educational Program (IEP); these children are not to be counted in a district’s sample
cohort.
30. Are children attending charter schools included in the Indicator #7 Child Outcomes requirements?
Yes.
31. If an initial IEP has been developed for a child and the child is in services less than 6 months or
doesn’t receive services, does an entry rating need to be reported?
Yes. Program entry is defined as the initial IEP signature date so an entry rating must be determined
using information available on the child’s level of functioning at the time the IEP was developed.
The only exception is a child whose initial IEP date is less than 6 months (181 days) prior to their 6th
birthday.
32. What if a child exits an ECSE program, exit data has been entered into the Child Outcomes
Database, but then the child returns within the same year, do I complete a new entry rating for
the child and include the child in my sample?
No, once the child has exited from a district’s sample cohort, the child remains exited
Team Decision Making Process – Assessing a Child’s Level of Functioning
33. Is the assessment data needed for Child Outcomes part of the ongoing assessment data already
collected by the LEA?
Yes - Ongoing assessment is continuous assessment of child progress toward desired objectives and
outcomes and informs instructional decisions on a continual basis. Recommended ongoing assessment
practices include:
 Assessment is authentic;
Indicator #7 Child Outcomes Q&A
September 2010
Page 9 of 14



Assessment is based on multiple sources of information;
Assessment information is anchored to a tool that facilitates interpretation of progress; and
Assessment is planned, systematic and continuous.
34. Do we only gather data on a child’s level of functioning at entry and exit?
No - The required data points that are reported to DPI are the child’s entry and exit rating that reflect a
child’s level of functioning at the time of entry into or exit out of a program. However, this system is
based on the recommended practice of ongoing assessment – which is routine, systematic assessment
of the child’s level of functioning. This process collects a variety of “data” on a child throughout the
time he/she is in a program, not just at entry and exit.
35. What sources and/or types of information are used to gather information on a child’s level of
functioning at entry and exit?
Multiple sources and types of information are used to determine the child’s level of functioning on each
of the child outcomes. Parent report on the child’s skills and behaviors must be considered along with
observations made by teachers, child care or Head Start partners, therapists, etc. Child assessment
information gathered from norm-referenced and/or curriculum-based assessment tools should also be
considered. (Please see the section on Ongoing Assessment for guidance on selection of an appropriate
assessment tool.)
36. Should an assessment tool be used as one of the sources of information when determining a
child’s entry or exit rating?
Yes, it is recommended that early childhood special education staff use an assessment tools that
utilizes daily routines in typical settings and focus on the whole child rather than just one specific area.
They are known as curriculum-based tools that promote the use of observation in gathering information
on a child. The tools include information from various sources and from multiple settings.
37. Does a norm-referenced / standardized assessment tool need to be used as one of the sources of
information in determining a child’s entry or exit rating?
No. Norm-referenced / standardized assessment tools are appropriate for use in determining a child’s
eligibility for special education services. The data gathered when determining a child’s eligibility for
special education can be one of the data sources considered when determining a child’s entry rating.
However, tools that are norm-referenced and standardized are not an appropriate choice for an
assessment tool to use for on-going assessment (on a daily basis for determining child progress or to
inform instruction). Additional information gathered from a curriculum-based tool throughout the time
the child is receiving services is considered when determining the child’s exit rating.
38. Is there a list of recommended assessment tools?
The Resources and Forms located at http://www.collaboratingpartners.com/disabilities-indicators-3-7about.php include the handout, Wisconsin Recommended Assessment Tool List. The assessment tools
listed in this handout are aligned with the Wisconsin Assessment Principles, are comprehensive, and can
be used in an ongoing approach to support planning and program implementation. It is possible that
other tools are available which match these guidelines. However, programs/services are to utilize at
least one of these tools as one part of using multiple approaches to gather information on a child’s level
of functioning.
Indicator #7 Child Outcomes Q&A
September 2010
Page 10 of 14
Team Decision Making Process – Family Involvement
39. How are parents involved in the child outcomes process?
LEAs involve parents in the IEP process by gathering information from them on their child’s current level
of functioning. The same information gathered during the IEP process can be used in decision-making
on the child’s entry and exit rating on the Child Outcome Summary Form.
40. Do families need to be involved in decision-making regarding the COSF ratings – specifically in
assigning numbers to each rating?
During the IEP meeting, the discussion of the child’s level of functioning, definition of the 1-7 ratings and
questions to clarify evidence justifying the selection of the ratings are important discussions to have
with the family. Based on the discussion with the family, the team can determine the number ratings
after the meeting. Some families may want to be included in both the discussion and numbering of the
ratings.
41. Must a parent provide prior written consent for outcomes information to be collected?
In general, if the SEA or LEA collects, uses or maintains information about an eligible child to meet the
requirements of Part B, including reporting on child outcomes, prior written parental consent is not
required under Part B. However, prior written parental consent may be required in certain
circumstances, such as if the collection of outcome information is used as part of the child’s initial
evaluation or re-evaluation or if such data collection requires the disclosure of personally identifiable
information to a third party.
42. What information can be provided to parents about the child outcomes requirements?
Information explaining the child outcomes indicator requirements is included in the brochure “An
Introduction to Child Outcomes”. It was developed specifically for parents and a downloadable version
is available at:
http://www.collaboratingpartners.com/disabilities-indicators-3-7-family-resources.php
Team Decision Making Process – The Rating Process Using the Child Outcomes
Summary Form (COSF) & Decision Tree
43. How is the decision about the child’s entry and exit rating made?
The child outcomes rating process is a team decision-making process outlined on the Decision Tree and
documented on the Child Outcomes Summary Form (COSF). When the decision-making process is
followed as outlined on the Decision Tree, a team ensures that the decision about a child’s entry or exit
rating is accurate. Use of the Decision Tree is required in determining all entry and exit ratings.
44. Can LEA staff incorporate the discussion of level of functioning for into their IEP meetings? If so,
how?
It is recommended that LEA staff incorporate the team conversation for the Child Outcome Summary
process into the regular IEP meetings. Information regarding the child’s current level of functioning can
be documented on the Child Outcome Summary Form immediately following the IEP.
45. How often is the COSF completed?
The Child Outcomes Form must be completed at a minimum at program entry and exit. A LEA may use
the process more often to determine outcome data for your own purposes, for example, annually or
Indicator #7 Child Outcomes Q&A
September 2010
Page 11 of 14
every 6 months. The process can be incorporated into current routines of ongoing assessment and
reviewing or developing IFSPs and IEPs.
46. Do we use a new COSF form for entry and exit?
Yes. One Child Outcome Summary Form is used for entry and new copy of the form for exit. The entry
and exit form is the same with the exception that at the top of the Child Outcome Summary Form is a
box to check that the form is being completed as “Entry Data” or “Exit Data.” In each case, supply the
date of entry or exit, as appropriate.
47. Where can the Child Outcomes Summary for and Decision Tree for the Child Outcomes Summary
Form Rating Discussion be found?
Electronic / downloadable versions of both documents are available at:
http://www.collaboratingpartners.com/OSEP/forms.htm
48. On the Child Outcomes Summary Form and Decision Tree, what is the definition of ageappropriate skill?
Age-appropriate skills are those that are typical for children of the same chronological age as defined by
a valid and reliable assessment tool.
49. On the Child Outcomes Summary Form and Decision Tree, what is the definition of immediate
foundational skills?
Immediate foundation skills are he set of skills and behaviors that occur developmentally just prior to
age-expected functioning. They are the basis on which to build age-expected functioning.
50. On the Child Outcomes Summary Form what is the definition of “has the child made any
progress”?
Progress is defined as the acquisition of at least one new skill or behavior related to the outcome.
51. If the child has been in the program for 6 months or more but the exit rating is the same as the
entry rating, how should I reply to the question, “Has the child made any progress?”?
When determining a child’s exit rating, if the child has been in an ECSE program for 6 months or more it
is assumed that a child will gain at least one new skill or behavior as a result of normal growth and
development and the answer to this question on the Child Outcomes Summary Form should be "Yes".
52. Can documentation on the IEP be attached rather than re-writing in the “Relevant Summary
Information” section on the Child Outcomes Summary Form?
No, the intent is not to duplicate assessment information that has already been documented. The intent
is to document the relevant evidence used to determine a child’s rating. Brief statements responding to
the key questions asked on the Decision Tree are considered relevant evidence. The key questions are:
- Does the child ever function in ways that would be considered age appropriate with regard to this
outcome?
- (if no) Does the child use any immediate foundational skills related to this outcome upon which to
build age-appropriate functioning across settings and situations?
- To what extent is the child using immediate foundational skills or age appropriate functioning across
settings and situations?
Reporting / Record Keeping
Indicator #7 Child Outcomes Q&A
September 2010
Page 12 of 14
53. When and where do we report entry and exit data?
Child outcomes data for school districts is reported on the DPI Special Education Web Portal – Indicator
7 Child Outcomes database. From the child’s IEP initial placement signature date you have 60 calendar
days to complete and enter the child outcomes entry rating into the child outcomes database. Exit
rating must be entered into the child outcomes database within 30 days of the child’s exit date.
54. Is it important that entry and exit data is reported within the designated timelines?
Yes. Child Outcome Data reported on the state databases is required for the State Annual Performance
Report (APR) sent to the Office of Special Education Programs (OSEP) in February each year. Therefore
it is imperative that the Child Outcomes Data is reported in a timely manner so that it can be compiled
and analyzed in preparation for the Annual Performance Report.
55. Where can school district personnel find information on the Special Education Web Portal and
Child Outcomes Database?
Information on the Special Education Web Portal can be found at:
http://dpi.wi.gov/sped/spp-preout.html
A Database User Guide and links to webcasts on how to enter data can be found at:
http://www.collaboratingpartners.com/disabilities-indicators-3-7-requirements-forms.php
56. Does B-3 staff need parent permission to post child outcomes information on the Program
Participation System (PPS) for the LEA to view?
Yes, if parent permission is given, the child’s outcomes ratings can be viewed on the Program
Participation System (PPS). LEA’s may view the ratings and source of information from PPS only after a
referral has been sent. The LEA cannot view the “permission to share additional information” box in PPS
not been checked by B-3.
57. Does the Child Outcomes Summary Form and a listing of children included in the cohort need to
be kept on file?
Each LEA must maintain the paper Child Outcome Summary Forms. It is recommended that the
information be kept in the child’s folder. The primary purpose of the information is to inform planning. A
listing of children involved in each cohort must also be maintained. Develop and adhere to local policy
so that information can be made readily available for program or monitoring reviews.
58. What Child Outcomes Data is reported to the Office of Special Education Programs (OSEP)?
For three years, from 2007 - 2009, for each of the 3 child outcome areas, all states reported the
percentage of children who (based on entry and exit percentages):
a. Did not improve functioning
b. Improved functioning but not sufficient to move nearer to functioning comparable to same-aged
peers
c. Improved functioning to a level nearer to same-age peers, but did not reach it
d. Improved functioning to reach a level comparable to same-age peers
e. Maintained functioning at a level comparable to same-age peers
Indicator #7 Child Outcomes Q&A
September 2010
Page 13 of 14
[Note - Improvement can mean that the child learned new skills and or moved closer to typically
developing peers. Exit data includes the question “Has the child shown any new skills or behaviors since
the previous rating?” The child can make progress without advancing on the rating scale.]
Beginning in February 2010, for each of the 3 outcome areas, all states began reporting on the following
summary statements:
1. Of those preschool children who entered the preschool program below age expectations
in each Outcome, the percent who substantially increased their rate of growth by the
time they turned 6 years of age or exited the program.
2. The percent of preschool children who were functioning within age expectations in each
Outcome by the time they turned 6 years of age or exited the program.
No child specific information is reported to OSEP.
59. How will data be made available to the public?
DPI will report statewide data and results by LEA on the Special Education District Profile at
http://dpi.wi.gov/sped/lpp-profile.html.
For additional information, please contact:
Ruth Chvojicek
Statewide Outcomes Coordinator
[email protected]
608-742-8814 ext 245
Erin Arango-Escalante
Early Childhood Special Education Consultant
[email protected]
608-267-9172
Nancy Fuhrman (for database username / password questions)
Special Education Data Coordinator
[email protected]
608-267-9243
Indicator #7 Child Outcomes Q&A
September 2010
Page 14 of 14