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Improving Systems, Practices, and Outcomes

Outcomes Measurement

An outcome is as a benefit experienced as a result of services and supports received. An outcome isn't the receipt of services, and it isn't satisfaction with services recieved. Instead, it is what happens as a result of services provided to children and families. Child and family outcomes are interdependent: positive outcomes experienced by the family serve to promote the child outcomes, and child outcomes benefit their family.

See also: Outcomes Frequently Asked Questions

Federal Requirements for Outcomes Reporting

In 2003, the Office of Special Education Programs (OSEP) funded the Early Childhood Outcomes (ECO) Center to engage stakeholders and make recommendations about a national measurement system for young children with disabilities. The current child and family outcomes were adopted a couple years later.

For historical information about the recommendations from this process, see: Where do the child and family outcomes come from?

In 2014, the U.S. Office of Special Education Programs (OSEP) implemented its Results-Driven Accountability (RDA) program. Child and family outcomes measurement are essential components of RDA, as measured in indicators reported on in a State Performance Plan/Annual Performance Report (SPP/APR).

Child Outcomes

Child outcomes are measured in Indicators C3 and B7.

States report the percentage of infants and toddlers with Individualized Family Service Plans (IFSPs) or preschool-age children with Individualized Education Programs (IEPs) who demonstrate improved:

  1. Positive social-emotional skills (including social relationships)
  2. Acquisition and use of knowledge and skills (including early language/communication and early literacy)
  3. Use of appropriate behaviors to meet their needs

Family Outcomes

Family outcomes are measured differently for Part C and Part B.

See also: Talking with Families

Indicator C4

States report on the percentage of families participating in Part C who report that early intervention services have helped them:

  1. Know their rights
  2. Effectively communicate their children's needs
  3. Help their children develop and learn

Indicator B8

Part B doesn't report on family outcomes, but they do report the percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities.

SPP/APR Indicator Analyses

ECTA Center analyzes SPP/APR data and prepares annual reports for child and family outcomes indicators:

We also produce two annual highlights briefs of national outcomes analyses: