VR 15 – Preschool Outcomes Report for 2007-08 School Year

(Children who received initial evaluations since March 2006, received preschool special education services for at least six months, and left preschool special education sometime during the 2007-08 school year)

This report displays your school district’s data on the functional level of preschool children on the Early Childhood Outcomes Summary Form (COSF) in the three early childhood outcome areas upon initial evaluation for preschool special education services and upon exit from preschool special education. Children’s functional level is reported for children who received initial evaluations since March 2006 and who received at least six months of preschool special education before leaving preschool special education sometime during the 2007-08 school year (July 1, 2007 to June 30, 2008). The early childhood outcome areas are: positive social emotional skills; acquisition of knowledge and skills; and use of appropriate behaviors to meet their needs. The data elements that are displayed in this report were submitted to the repository using the State Assessment Fact template. The COSF was defined as a “test group” and the three early childhood outcome areas were defined as “subjects”. Each child received a rating from Level 1 to 7 on the COSF in each early childhood outcome area at entry into preschool special education and at exit from preschool special education. Also, at exit, the answer to the question, did the child learn at least one new skill since entering preschool special education was answered and a “yes” or “no” was recorded for each early childhood outcome area. In Tables 1-3, the number of children are displayed in the cells according to their functional level upon entering preschool and their functional level upon exit from preschool. The answer to the question determines in which cell a child is reported if the child’s level remained at Level 1 or declined to a lower level upon exit compared to entry.  In Table 4, preschool children are summarized according to the amount of progress they make between entry in and exit from preschool special education.  In addition to the Assessment Fact template, the following templates (or tables) are also used: Student_Lite (Student Demographics); and School_Enroll (Enrollment). Students with the following records are included in this report:

Enrollment Records:

Assessment Scores on the following Assessment Measure Standard Descriptions:

*COSF Progress in any subject area is reported only if Assessment Score at entry and exit is “1” or if Assessment Score at Exit is lower than at Entry (for Assessment Scores less than 6 at exit).

This report includes a listing of students who are included in the report, which are those students that meet the above criteria and a listing of students who are excluded from the report, which are those students that meet some of the above criteria but not all (including students with some missing records). School districts should use these lists to “verify” the accuracy of data submitted for each student. The reports with aggregate numbers provide the results the State will use in all Statewide and district level aggregations for reporting and analysis.

There are no reasonability checks for this report, this year.

VR-15: Preschool Outcomes Report for 2007-08

In Tables 1-3 below, the cell that represents the intersection of childís Assessment Score (Performance on Rating Scale) at entry and exit on the Child Outcomes Summary Form contains a letter indicating the progress category (A-E) in which the student is reported in Table 4 below. The no and yes next to the letters in Tables 1-3 indicate the response to the question, did the child learn at least one new skill between entry and exit from preschool special education? For example, if a child has an Assessment Score (Performance on Rating Scale) of level 3 at entry and a level 2 at exit, but the answer to the question, did the child learn at least one new skill is a yes, the child is reported in progress category B in Table 4 below. These tables were constructed based on a calculator posted at the National Early Childhood Technical Assistance Center website at:
http://www.fpg.unc.edu/~eco/pdfs/COSF_to_OSEP_Calculator_TUTOR%2010-24-06.xls.

Table 1: Positive Social Emotional Skills
    What was the Child’s Functional Rating on Child Outcomes Summary Form at Exit from Preschool Special Education?
  Performance on Rating Scale 1 2 3 4 5 6 7
What was the Child’s Functional Rating on Child Outcomes Summary Form at Entry into Preschool Special Education? 1 A (no)  C C C C D D
B (yes) 
2 A (no)  B C C C D D
B (yes) 
3 A (no)  A (no)  B C C D D
B (yes)  B (yes)
4 A (no)  A (no)  A (no)  B C D
B (yes)  B (yes) B (yes)
5 A (no)  A (no)  A (no)  A (no)  B D D
B (yes)  B (yes) B (yes) B (yes)
6 A (no)  A (no)  A (no)  A (no)  A (no)  E E
B (yes)  B (yes) B (yes) B (yes) B (yes)
7 A (no)  A (no)  A (no)  A (no)  A (no)  E E
B (yes)  B (yes) B (yes) B (yes) B (yes)


Table 2: Acquisition of Knowledge and Skills
    What was the Child’s Functional Rating on Child Outcomes Summary Form at Exit from Preschool Special Education?
  Performance on Rating Scale 1 2 3 4 5 6 7
What was the Child’s Functional Rating on Child Outcomes Summary Form at Entry into Preschool Special Education? 1 A (no)  C C C C D D
B (yes) 
2 A (no)  B C C C D D
B (yes) 
3 A (no)  A (no)  B C C D D
B (yes)  B (yes)
4 A (no)  A (no)  A (no)  B C D
B (yes)  B (yes) B (yes)
5 A (no)  A (no)  A (no)  A (no)  B D D
B (yes)  B (yes) B (yes) B (yes)
6 A (no)  A (no)  A (no)  A (no)  A (no)  E E
B (yes)  B (yes) B (yes) B (yes) B (yes)
7 A (no)  A (no)  A (no)  A (no)  A (no)  E E
B (yes)  B (yes) B (yes) B (yes) B (yes)


Table 3: Use of Appropriate Behaviors to Meet Their Needs
    What was the Child’s Functional Rating on Child Outcomes Summary Form at Exit from Preschool Special Education?
  Performance on Rating Scale 1 2 3 4 5 6 7
What was the Child’s Functional Rating on Child Outcomes Summary Form at Entry into Preschool Special Education? 1 A (no)  C C C C D D
B (yes) 
2 A (no)  B C C C D D
B (yes) 
3 A (no)  A (no)  B C C D D
B (yes)  B (yes)
4 A (no)  A (no)  A (no)  B C D
B (yes)  B (yes) B (yes)
5 A (no)  A (no)  A (no)  A (no)  B D D
B (yes)  B (yes) B (yes) B (yes)
6 A (no)  A (no)  A (no)  A (no)  A (no)  E E
B (yes)  B (yes) B (yes) B (yes) B (yes)
7 A (no)  A (no)  A (no)  A (no)  A (no)  E E
B (yes)  B (yes) B (yes) B (yes) B (yes)

Table 4: Number of Preschool Children by the Amount of Progress in Each Preschool Outcome Area

In the above three tables, the cell that represents the intersection of childís entry and exit score on the rating scale of the Child Outcomes Summary Form contains a letter indicating the progress category (A-E) in which the student is reported in the table below. The no and yes next to the letters in the above tables indicate the response to the question, did the child learn at least one new skill between entry and exit from preschool special education? For example, if a child has a rating of level 3 at entry and a level 2 at exit, but the answer to the question, did the child learn at least one new skill is a yes, the child is reported in progress category B in the table below. These tables were constructed based on using a calculator posted at the National Early Childhood Technical Assistance Center website at:
http://www.fpg.unc.edu/~eco/pdfs/COSF_to_OSEP_Calculator_TUTOR%2010-24-06.xls.

Table 4: Number of Preschool Children by the Amount of Progress in Each Early Childhood Outcome Area
Preschool Outcome Area Progress Reporting Category
A B C D E F
The number of children who did not improve functioning. The number of children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers. The number of children who improved functioning to a level nearer to same-aged peers but did not reach it. The number of children who improved functioning to reach a level comparable to same-aged peers. The number of children who maintained functioning at a level comparable to same-aged peers. Total Number of Preschool Children

1. Positive Social Emotional Skills

           

2. Acquisition of Knowledge and Skills

           

3. Use of Appropriate Behaviors To Meet Their Needs

           

Statement of Assurance that will need to be checked:
I have reviewed the individual student data in the list of included and excluded students for the VR-15 report and provide this assurance that as of the last date of the verification period, all student information contained in the lists is accurate and complete and includes records for all preschool children who received an initial evaluation since March 2006, received at least six months of preschool special education and left preschool special education services between July 1, 2007 and June 30, 2008. A copy of this report has been printed and provided to the superintendent of the school district as a record of our districtís final data for this report for the 2007-08 school year.