Print Friendly, PDF & EmailPrint this page

C-3 Data Information

What is C-3?

Percent of infants and toddlers with IFSPs who demonstrate improved: C-3A: Positive social-emotional skills; C-3B: Acquisition and use of knowledge and skills; C-3C: Use appropriate behaviors to meet their needs.

Where can I find my data?

The Child Outcomes Data Profile Report was sent to local service areas by Wayne State University.

When were the data collected?

The 2022 Strand Report includes data from 2020-2021 which was data collected in the October 1, 2020 MSDS Fall Count.

What is the target?

C-3A-1: 75.19%
C-3A-2: 52.00%

C-3B-1: 77.60%
C-3B-2: 45.50%

C-3C-1: 78.24%
C-3C-2: 47.20%

General Resources

Additional Information About C-3

C–3A

  • APR Definition
    • 3A-1: Of those infants and toddlers who entered early intervention below age expectations in positive social-emotional skills (including social relationships), the percent who substantially increased their rate of growth by the time they exited the program.
    • 3A-2: The percent of infants and toddlers who were functioning within age expectations in positive social-emotional skills (including social relationships) by the time they exited the program.
  • Calculation
    • 3A-1: [(c+d) divided by (a+b+c+d)] times 100
    • 3A-2: [(d+e) divided by (a+b+c+d+e)] times 100

C–3B:

  • APR Definition
    • 3B-1: Of those infants and toddlers who entered early intervention below age expectations in acquisition and use of knowledge and skills, the percent who substantially increased their rate of growth by the time they exited the program.
    • 3B-2: The percent of infants and toddlers who were functioning within age expectations in acquisition and use of knowledge and skills by the time they exited the program
  • Calculation
    • 3B-1: [(c+d) divided by (a+b+c+d)] times 100
    • 3B-2: [(d+e) divided by (a+b+c+d+e)] times 100

C–3C:

  • APR Definition
    • 3C-1: Of those infants and toddlers who entered early intervention below age expectations in use of appropriate behaviors, the percent who substantially increased their rate of growth by the time they exited the program.
    • 3C-2: The percent of infants and toddlers who were functioning within age expectations in use of appropriate behaviors by the time they exited the program.
  • Calculation
    • 3C-1: [(c+d) divided by (a+b+c+d)] times 100
    • 3C-2: [(d+e) divided by (a+b+c+d+e)] times 100

Calculation Notes

a. Percent of infants and toddlers who did not improve functioning = [(# of infants and toddlers who did not improve functioning) divided by (# of infants and toddlers with IFSPs assessed)] times 100.

b. Percent of infants and toddlers who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers = [(# of infants and toddlers who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers) divided by (# of infants and toddlers with IFSPs assessed)] times 100.

c. Percent of infants and toddlers who improved functioning to a level nearer to same-aged peers but did not reach it = [(# of infants and toddlers who improved functioning to a level nearer to same-aged peers but did not reach it) divided by (# of infants and toddlers with IFSPs assessed)] times 100.

d. Percent of infants and toddlers who improved functioning to reach a level comparable to same-aged peers = [(# of infants and toddlers who improved functioning to reach a level comparable to same-aged peers) divided by (# of infants and toddlers with IFSPs assessed)] times 100.

e. Percent of infants and toddlers who maintained functioning at a level comparable to same-aged peers = [(# of infants and toddlers who maintained functioning at a level comparable to same-aged peers) divided by (# of infants and toddlers with IFSPs assessed)] times 100.