1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho...

69
1 Idaho’s Idaho’s Early Childhood Early Childhood Outcomes System Outcomes System (Idaho ECOS) (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education Program

Transcript of 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho...

Page 1: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

1

Idaho’s Idaho’s Early Childhood Early Childhood

Outcomes System Outcomes System (Idaho ECOS)(Idaho ECOS)

Measuring Early Childhood Outcomes

Idaho Infant Toddler ProgramIdaho Early Childhood Special Education Program

Page 2: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

2

AgendaAgenda• Measuring Child Outcomes:

– Why, What, When, Where, – Who & How

• Review Child Outcome Summary Form, Tools & Resources

• Practice Exercises•

Page 3: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

3

Federal Accountability Federal Accountability and and

Early Childhood OutcomesEarly Childhood Outcomes

U.S. CongressOffice of Budget and

Management

U.S. Department of Education - Office of Special Education Programs

State Education Agencies and State Part C

Agencies

Local Education Agencies and

Early Intervention Programs

Page 4: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

4

Training ObjectivesTraining ObjectivesParticipants will be able to :

• Demonstrate the ability to accurately identify, record, and report a child’s outcome data using the Idaho Child Outcome Summary Form (Idaho COSF)

Page 5: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

5

Idaho’s goalIdaho’s goal

Document our program’s

impact for children with IFSPs or IEPs

Page 6: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

6

Measuring outcomes make Measuring outcomes make sense for Idahosense for Idaho

– Support DEC/NAEYC best practice guidelines

– Examine and refine current assessment practices

– Demonstrate value of• Early Intervention (Part C), • Early Childhood Special Ed (Part B) programs

– Meet Federal Reporting Requirements

Page 7: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

7

What are the What are the OSEP’s Early OSEP’s Early

Childhood Childhood Outcomes?Outcomes?

Page 8: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

8

OSEP’s outcomes focus on OSEP’s outcomes focus on measuring the results of measuring the results of

our our service systemservice system

Page 9: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

9

OSEP’s 3 Child OutcomesOSEP’s 3 Child Outcomes1. Children have positive social-

emotional skills (including positive social relationships)

2. Children acquire and use knowledge and skills (including early language /communication)

3. Children use appropriate behaviors to meet their needs

Page 10: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

10

OSEP’s 3 Child OutcomesOSEP’s 3 Child Outcomes1. Children have positive social-

emotional skills (including positive social relationships)

• Such as: responding to others, expressing emotions, turn-taking, using appropriate social greetings,

play skills or having friendships with same-age peers, etc.

Page 11: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

11

OSEP’s 3 Child OutcomesOSEP’s 3 Child Outcomes2. Children acquire and use

knowledge and skills (including early language

/communication)

• Such as: expressing thoughts and ideas, listening to and enjoying stories and books, or learning new ways to do things, etc.

Page 12: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

12

OSEP’s 3 Child OutcomesOSEP’s 3 Child Outcomes3. Children use appropriate

behaviors to meet their needs

• Such as getting from place to place, using tools like forks or crayon, and feeding or dressing, etc.

Page 13: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

13

The Child Outcome Areas…The Child Outcome Areas…

• Represent critical functional outcomes necessary in every day activities and routines

• Not domains based – not trying to separate child development into discrete areas (communication, gross motor, etc.)

• Emphasize how the child is able to integrate across domains to carry out complex meaningful behaviors

Page 14: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

14

Outcomes are FunctionalOutcomes are Functional

• Meaningful to the child in the context of everyday living

• Integrated series of behaviors or skills that allow the child to achieve the outcomes.

• Not – a single behavior– the sum of a series of discrete

behaviors

Page 15: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

15

Functional OutcomesFunctional Outcomes

• What does a child typically do?

• Actual performance across settings and situations

• How child uses his/her skills to accomplish tasks

• Not the child’s capacity to function under ideal circumstances

Page 16: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

16

So…how do we So…how do we demonstrate that our demonstrate that our

programs produce programs produce good outcomes for good outcomes for

children?…children?…

Page 17: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

17

Demonstrate that…Demonstrate that…• Children have positive outcomes

given who they are, their delays, disabilities, functioning when they entered, etc.

• Outcomes are better than they would have been without the program

Page 18: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

18

Complicating IssuesComplicating Issues• Many children progress with no

intervention (maturing with age)

• Children with disabilities’ show diverse progress and under the best of programs, will experience different outcomes

Page 19: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

19

SolutionSolution

Document the number of children for whom the program has changed their developmental trajectories

Page 20: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

20

Thinking about how children are doing Thinking about how children are doing with regard to each outcome.with regard to each outcome.

Age-expected skills & behavior

Movement away from age-expected

Movement toward age-expected

Page 21: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

21

OSEP Indicators – categories OSEP Indicators – categories of progressof progress

• a. % of children who maintain functioning at a level comparable to same-age peers

• b. % of children who reach functioning at a level comparable to same-age peers

• c. % of children who improved functioning but did not achieve functioning comparable to same-age peers

• d. % of children who did not improve functioning.

Page 22: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

22

OSEP Indicators & OSEP Indicators & Measurement CategoriesMeasurement Categories

Group a: maintained or reached typical

Entry Exit

5 year old level

2 year old level

Page 23: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

23

Indicators & Measurement Indicators & Measurement CategoriesCategories

Entry Exit

5 year old level

2 year old level

Group b: made progress but…

Page 24: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

24

Indicators & Measurement Indicators & Measurement CategoriesCategories

Entry

5 year old level

2 year old level

Group c: did not make progress

Exit

Page 25: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

25

Enry

Indicators & Measurement Indicators & Measurement CategoriesCategories

Exit

5 year old level

2 year old level

Group b: made progress but..

Group c: did not make progress

Group a: maintained or reached typical

Page 26: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

26

How do we document change in developmental How do we document change in developmental trajectories while in services ?trajectories while in services ?

Obtain and compare a child’s assessment data

at program entry and exit.

Page 27: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

27

Quality

Assessment

Quality Service

Better Outcomes

Page 28: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

28

“Much of developmental psychology (early childhood testing) as it now exists is the science of the strange behavior of children with strange adults in strange settings for the briefest possible periods of time.”

(Bronfenbrenner, 1979)

Page 29: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

29

What is assessment?What is assessment?

“Early childhood assessment is flexible, collaborative decision-making process in which teams of parents and professionals repeatedly revise their judgments and reach consensus about the changing developmental, educational, medical, and mental health services needs of young children and their families.”

Bagnato and Neisworth, 1991Quoted in DEC Recommended Practices, 2005

Page 30: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

30

DEC Recommended DEC Recommended Practices for AssessmentPractices for Assessment

• Involves multiple sources (e.g., families, professional team members, service providers, caregivers)

• Involves multiple measures (e.g., observations, criterion-curriculum-based instruments, interviews, curriculum-compatible norm-referenced scales, informed clinical opinion, work samples)

Page 31: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

31

What information is What information is gathered?gathered?

Multiple sources of data are used to rate

a child’s functioningInformed Professional Judgment & Observation

Parent Input

Norm-referenced, criterion-referenced or curriculum-based assessments

Page 32: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

32

Which anchor assessment Which anchor assessment tools will we use in Idaho?tools will we use in Idaho?

The following tools have been adopted for completing the outcome rating scale.

• BDI – II (Battelle)• HELP (Hawaii)• Creative Curriculum• AEPS• Carolina• OUNCE• Work Sampling• High Scope (COR)• Brigance • Bayley III (ITP program only)

Page 33: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

33

Informed professional judgment– Teachers, paraprofessionals, related

service providers– Anecdotal records, documented

observations and data, progress reports, work samples, portfolios

Parental input– Best practice– Information from caregivers provide

critical information to determine how child is doing across a variety of settings

Information to gather…Information to gather…

Page 34: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

34

So…our challengeSo…our challenge

How do we take what we know about assessment and apply it to measuring the 3 outcomes…

…when there is no one assessment tool that assesses all 3 outcomes directly.

Page 35: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

35

And through our And through our assessment lens…assessment lens…

• Each child is a collection of numerous behaviors, skills, traits, capabilities, interests, strengths, and needs

• What an individual “tunes into” depends on his/her orientation

• Individual professional training has provided an “organizing framework” for how one sees the child

Page 36: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

36

How do assessment tools fit How do assessment tools fit with with

the three Child Outcome the three Child Outcome Areas?Areas?

• CROSSWALKS CAN HELP!

• A national center, the ECO Center is crosswalking the most common assessments to the 3 child outcomes

• Crosswalks give a visual indication of how items on an assessment tool covers the 3 outcomes

• Crosswalks show which areas/subareas map to which outcome

Page 37: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

37

Sample Crosswalk Sample Crosswalk

The High/Scope Preschool Child Observation Record (2003): Crosswalk to Child Outcomes

Outcome 1:

Positive social relationships

Outcome 2:

Knowledge and skills

Outcome 3: Action to meet needs

I. Initiative C. Initiating play [social context of play] II. Social Relations E. Relating to adults F. Relating to other children G. Resolving interpersonal conflict H. Understanding and expressing feelings V. Language & Literacy Q. Listening to and understanding speech

III. Creative Representation I. Making and building models J. Drawing and painting pictures K. Pretending V. Language & Literacy R. Using vocabulary S. Using complex patterns of speech T. Showing awareness of sounds in words U. Demonstrating knowledge about books V. Using letter names and sounds W. Reading X. Writing VI. Mathematics & Science Y. Sorting objects Z. Identifying patterns AA. Comparing properties BB. Counting CC. Identifying position and direction DD. Identifying sequence, change, and

causality EE. Identifying materials and properties FF. Identifying natural and living things

I. Initiative A. Making choices and plans B. Solving problems with materials D. Taking care of personal needs

Note: Areas that are not precursor to or components of any of the three outcomes, and therefore not included in the crosswalk, were: IV. Movement & Music:

L. Moving in various ways M. Moving with objects N. Feeling and expressing steady beat O. Moving to music P. Singing

Page 38: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

38

What will the process look What will the process look like in Idaho?....like in Idaho?....

• Parents will be well informed and contribute information to the process

• An anchor assessment will be completed to assess the child in the three outcome areas

• Information will be collected, compiled and documented using anchor assessments, parent information, and informed professional observation and judgment.

• A rating decision regarding a child’s level of functioning will be made by the team utilizing all the information gathered

Page 39: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

39

The Specifics:The Specifics:

Who, What, Who, What, andand

When When

Page 40: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

40

Target Population for Entry Target Population for Entry (Part C) (Part C)

• Entry baseline data is required for: – all children entering services on or after

July 1, 2006 will have COSF completed within 45 days of IFSP development.

– except premature infants less than 6 months adjusted age

• Includes children receiving only a single related-service (i.e. Speech only or OT only)

Page 41: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

41

Target Population for Exit Target Population for Exit (Part C)(Part C)

• Exit data is required for all children in services for at least 6-months as of January 1, 2007.

• Unanticipated exits– use best information available to complete form following exit.

• Assessment (with anchor tool) recommended for all exiting children

• If necessary, those receiving only one related-service can use ASQ and ASQ-SE in lieu of full developmental evaluation as one data source in determining exit outcome rating

Page 42: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

42

Time Lines at Exit (Part C)Time Lines at Exit (Part C)• COSF completed near exit or transition

meeting with Part B• Anchor assessment completed between

2.6 IFSP meeting and child’s 3rd birthday• Outcome data is due to Data-Tot system

(and if appropriate, Part B system):– no later than 30 days after child’s exit from

Part C, or– no later than 30 days after child’s 3rd birthday

(whichever comes first).

Page 43: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

43

Additional information about Additional information about child indicators (Part C)child indicators (Part C)

•Child must be in program at least 6 months for EXIT data to be counted•Data must be collected near entry and near exit•Collection of Entry data begins:

•for ITP July 1, 2006•for SDE September 1, 2006

Page 44: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

44

Roles and Responsibilities Roles and Responsibilities (Part C)(Part C)

• Child information compiled from multiple sources – Service Coordinator

• Scoring/completion of COS Form – Primary Therapist or Multi-disciplinary Team

• Outcome Ratings transferred to Data-Tot Entry form – Service Coordinator

• Data entered into Data-Tot – Data Entry operator

Page 45: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

45

Difference of Opinion? Difference of Opinion? (Part C)(Part C)

• If therapists or other team members can not agree on a rating…– Review data at MDT, seek consensus– If no resolution, provide Child Team

supervisor with all data– Child Team Supervisor will assign final

rating– Note different perspectives on form

Page 46: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

46

Summary Steps in COS Summary Steps in COS Process (Part C)Process (Part C)

• Gather information from multiple sources (complete anchor assessment if necessary)

• Synthesize data and complete COS Form

• Update Data-Tot enrollment form and submit for entry

• Share data with Part B if appropriate

Page 47: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

47

Page 48: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

48

Data Collection Process for Data Collection Process for Part BPart B

Target populations and Entry data• All children enrolled in early childhood

special education on September 1, 2006 or later must have entry data (baseline) collected within 45 calendar days of initial consent for placement.

• Children transitioning from Part C -Exit from Part C may be used for Part B entry if an approved anchor tool was administered

Page 49: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

49

Exit data will be collected Exit data will be collected Part BPart B

• EC Outcome Exit data will be collected within 30 days of the end of the school year (including ESY) for all children who are 5 years old on or before Sept 1st of the current school year (cut-off date for kindergarten entry) no matter if they are staying in a preschool setting or going into kindergarten.

• If moves to another preschool, transfer outcome entry data and information with eligibility report and student file.

Page 50: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

50

Exit data will be collected Exit data will be collected Part B (cont’d)Part B (cont’d)

• If determined no longer eligible before 5, exit outcome data is collected on all three outcomes within 30 days of no longer meeting eligibility criteria.

• Prior to a move out of state, collect data 30 days prior to leaving the program

• If child leaves before 5 without notice and prior to administering the anchor assessment, complete the COSF with the information you have.

Page 51: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

51

Roles (Part B)Roles (Part B)• Preschool teachers have the lead role

to gather the necessary information for the COSF, preferably during team meetings.

• Related service providers also provide assessment data, observation, etc.

Page 52: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

52

Determining the score Determining the score 1-7 (Part B)1-7 (Part B)

• This should be a team decision – by consensus to insure validity and reliability.

• Scores may be averaged• If there is disagreement, an

administrator should make the final determination after reviewing the COSF.

Page 53: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

53

Process (Part B)Process (Part B)• Gather all assessment information• Complete the COSF – may be

incorporated at time of IEP meeting. • Consent is not required for this

process.

Enter score 1-7 & (Y or N for exit) in web-based data system

Page 54: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

54

Exit Data Collection (Part B)Exit Data Collection (Part B)

All children that have been in the program for 6 months or more must have exit data collected.

Page 55: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

55

Data reporting to the state Data reporting to the state (Part B)(Part B)

• A real-time data collection system is being constructed so data can be entered at the convenience of the preschool teacher to avoid lost data.

• Data should be entered as soon as possible.

Page 56: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

56

The Child Outcome Summary Form

(COSF)

Page 57: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

57

Child Outcome Summary FormChild Outcome Summary Form Key Features Key Features

• Is NOT an Assessment• Is NOT about eligibility determination• Does NOT rate or summarize

– Info about services provided to child– Family’s satisfaction with services– Information for planning services for child

• Blends diverse data from multiple sources into a consistent, reliable unit of measurement that can be aggregated and tracked over time

Page 58: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

58

Child Outcome Summary FormChild Outcome Summary Form Key Features Key Features

• Uses diverse information for global view of a child

• Compares a child’s functioning to same-aged peers

• Documents progress and movement toward typical development

• Considers functional abilities across diverse settings (not under ideal circumstances)

• Provides information about child’s overall sense of functioning in the three outcome areas

Page 59: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

59

The Child Outcome The Child Outcome Summary Form (COSF)Summary Form (COSF)

– Cover sheet• Summary of evidence used to complete

ratings • People involved in assigning rating

– 7-point rating , with an overall rating for each required outcome area• Highest score (7) = outcome achieved at

age-expected level• Lowest score (1) = farthest distance from

age-expectations

– Progress Question (to be completed only at exit)

Page 60: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

60

Page 61: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

61

Thinking about how children are doing Thinking about how children are doing with regard to each outcome.with regard to each outcome.

7Age-expected

skills & behavior

Movement away from age-expected

Movement toward age-expected

Page 62: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

62

Outcome Ratings: Outcome Ratings: A 7-Point ScaleA 7-Point Scale

1 - Not Yet 2 - Between emerging and not yet3 - Emerging 4 - Between somewhat and emerging5 - Somewhat 6 - Between completely and somewhat7 -Completely

Page 63: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

63

Page 64: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

64

Considerations when Considerations when completing Child Outcome completing Child Outcome

Summary FormSummary Form

– Team’s input is required – Consider role of assistive

technology/accommodations (i.e. sign language, wheel chair)

– Consider child’s culture and language– Document special considerations that

impacted child’s development– Reflect the child’s actual functioning – not

what the child is capable of under the ideal or highly unusual circumstances

Page 65: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

65

Considerations when Considerations when completing Child Outcome completing Child Outcome

Summary FormSummary Form• OSEP reporting requires two data

points for each outcome– Near entry (sets baseline)– Near exit (shows progress)

• At Exit only, answer question “Has child shown new skills or made progress in outcome area?”

• Child CAN make progress without “changing numbers” on the scale

Page 66: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

66

Identifying who made Identifying who made progressprogress

• Progress = moving up a point on the scale in a subsequent rating, e.g., 3 to 4

• Progress= staying at the same rating but having a “yes” for the progress question

Page 67: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

67

Parental InvolvementParental Involvement• Parental consent for evaluations is required, as

always.• Parents give input to the COSF through

assessment process and IFSP/IEP development.• Parents need not be present when COSF is

completed.• Completion of the COSF is NOT an assessment

and does not require parental consent.• Discuss/share Parent’s Handout to inform

parents about process and purpose.

Page 68: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

70

What Did We Cover?What Did We Cover?• Background and History• OSEP’s Three Functional Outcomes• Assessment Practices• Specific Requirements for Part C & Part B• Tools (Anchor Assessment List,

Crosswalks, COSF, Instructions, Decision Tree, Parent Talking points)

• Practice• Local Planning

Page 69: 1 Idahos Early Childhood Outcomes System (Idaho ECOS) Measuring Early Childhood Outcomes Idaho Infant Toddler Program Idaho Early Childhood Special Education.

72

Good outcome data is a tool to produce good outcomes for children and

families.