Kansas Early Childhood Outcomes: Using the Child Outcome Summary Form to Report Progress Kansas...

Kansas Early Childhood Outcomes: Using the Child Outcome Summary Form to Report Progress Kansas Inservice Training System 2011 2012 1

Agenda Overview of the Early Childhood Outcomes (ECO) 4 Steps to Rating a Child on the ECOs 1.Assessment 2.Documenting the Basis for the Rating (DBRF) 3.Using the Decision Tree to make a rating 4.Completing the Child Outcome Summary Form (COSF) How Early Childhood Outcome Data is Used ECOS and the IFSP/IEP Kansas ECO Resources Questions - Evaluation 2

Overview of the Early Childhood Outcomes 3

History Government Performance and Results Act (GPRA) 1993 Program Assessment Rating Tool (PART)2002 While the program has met its goal relating to the number of children served, it has not collected information on how well the program is doing to improve the educational and developmental outcomes of preschool children/infants and toddlers served. Kasprzak & Rooney (2010) 4

How Office of Special Education (OSEP) Responded to PART Required states to submit outcome data in their State Performance Plan (SPP) and Annual Performance Report (APR) Funded the Early Childhood Outcomes (ECO) Center in October 2003 to gather input, conduct research, make recommendations, and assist states Kasprzak & Rooney (2010) 5

State Approaches to Measuring Child Outcomes Possible state approaches to collection of child data Child Outcomes Summary Form (COSF) About 70% of state Part C programs About 60% of state 619 programs Single assessment statewide Publisher's online assessment systems Other approaches 6 Kasprzak & Rooney (2010)

Goal of Early Intervention/Early Childhood Special Education to enable young children to be active and successful participants during the early childhood years and in the future in a variety of settings in their homes with their families, in child care, in preschool or school programs, and in the community. ECO Center (2010a) 7

The Three Early Childhood Outcomes 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 *for 3-5 8 ECO Center video link: http://www.fpg.unc.edu/~eco/pages/videos.cfmhttp://www.fpg.unc.edu/~eco/pages/videos.cfm

Outcomes An outcome is neither the receipt of special education or early intervention services nor satisfaction with the services received An outcome is a benefit experienced as a result of services and supports received. ECO Center (2010a) 9

Outcome Characteristics Not domains-based, not separating child development into discrete areas (communication, gross motor, etc.) Refers to behaviors that integrate skills across domains Can involve multiple domains Emphasize functionality - how the child is able to carry out meaningful behaviors in a meaningful context ECO Center (2010a). 10

Children have Positive Social Relationships Involves Relating with adults Relating with other children For older children, following rules related to groups or interacting with others Includes areas like: Attachment/separation/autonomy Expressing emotions and feelings Learning rules and expectations Social interactions and play 11

Children Acquire and Use Knowledge and Skills Involves: Thinking Reasoning Remembering Problem solving Using symbols and language Understanding physical and social worlds Includes: Early concepts symbols, pictures, numbers, classification, spatial relationships Imitation Object permanence Expressive language and communication Early literacy 12

Children Take Appropriate Action to Meet Their Needs Involves: Taking care of basic needs Getting from place to place Using tools (e.g. fork, toothbrush, crayon) In older children, contributing to their own health and safety Included: Integrating motor skills to complete tasks Self-help skills (e.g. dressing, feeding, grooming, toileting, household responsibility) Acting on the world to get what one wants 13

Outcomes Reflect Global Functioning Each outcome is a snapshot of: The whole child Status of the childs current functioning Functioning across settings and situations Rather than Isolated skills Split by domains Test scores ECO Center (2010a) 14

Outcomes Jeopardy Pointing to the cabinet for cereal Reading the letter S on the Stop sign Washes hands before lunch Biting Plays by himself in the classroom Plays with rhyming words Building a castle from blocks with a friend Problems sleeping Sharing a cookie at lunchtime $100 $200 $100 $300 $200 $300 $200 $100 $300 Kasprzak & Rooney (2010) 15

Functional Behaviors and Skills What the child usually does How the child uses skills to accomplish a task Actual performance across settings and situations ECO Center (2010a) 16

Thinking Functionally Isolated skill Knows how to imitate a gesture when prompted by others Uses finger in pointing motion Uses 2-word utterances Functional skill Watches what a peer says or does and incorporates it into his/her own play Points to indicate needs or wants Engages in back and forth verbal exchanges with caregivers using 2-word utterances ECO Center (2010a) 17

Keeping our eyes on the prize: High quality services for children and families that will lead to good outcomes. Kasprzak & Rooney (2010a) 18

Timelines 19

Timelines All children entering Part C or B (3-5) services must have a COSF rating completed (on all 3 outcomes) if they can be in Part C or B for at least 6 months. All children who have been in Part C or B for 6 months or longer and permanently exit Kansas Part C or B services must have a COSF exit rating (on all 3 outcomes) completed. KSDE (2011) 20

Timelines Permanent Exit: A exit COSF is required when a child is: Leaving Part C at the age of 3 Leaving Part B preschool services to go to kindergarten Turning 6 years old (for a child still in Part B preschool services) No longer eligible for services under IDEA Moving out of Kansas Withdrawn from services by their parent/guardian Deceased. KSDE (2011) 21

Timelines COSF ratings must be completed within 30 calendar days of: the first day of Part C the last day of Part C the first day of Part B the last day of Part B COSF information cannot be entered into the OWS until after the first date of Part C or B service ( program entry) or the last date Part C or B service (permanent exit). KSDE (2011) 22

Timelines For children transitioning between part C and B, a Part C exit must be entered into the OWS before the child can be entered by Part B. KSDE (2011) 23

Timelines Organizational Exits and Entries refer to movement in and out of local networks/districts. Once a child has an entry COSF completed, each move into or out of an organization (network/district) is entered into the OWS regardless of how long the child was receiving services in that organization. KSDE (2011) 24

Timelines July 31 st Last date for submitting COSF entry rating data to KDHE or KSDE for all newly identified children entering a Part C or B program Last date for submitting COSF exit rating data for children permanently exiting a Part C or B Program between July 1 st and June 30 th of the fiscal year KSDE (2011) 25

Timelines August 1 st August 31 st Data Verification 26

4 Steps to Rating a Child on the ECOs 27

ECO Rating Scale Ratings are made by teams using child assessment data Teams rate a child on each of the 3 ECOs It is not an assessment tool It uses information from an authentic assessment to get a global sense of how the child is doing at a point in time ECO Center (2010a) 28

Critical Assumptions Related to the Three Child Outcomes Measuring achievement of the outcome is based on comparison with age expectations. Children of different ages will demonstrate achievement in different ways, so expectations change with age There are many pathways to functional outcomes (e.g. using sign language, wheelchair) There is overlap across the outcomes Documentation for the rating of each outcome must include functional skills (The meaningful behaviors the child is able to carry out in a meaningful context) ECO Center (2010a) 29

Steps to Making and Documenting Early Childhood Outcome Ratings 1.Collect Assessment Information 2.Document observed functional behaviors that are age appropriate, immediate foundational and foundational using the Documenting the Basis for the Rating Form for each outcome 3.Answer questions on the Decision Tree for Summary Rating Discussions form to determine a rating for each outcome 1.Complete the Child Outcome Summary Form. 30

COLLECTING ASSESSMENT INFORMATION STEP 1 31

Curriculum Based Assessments 1.Assessment and Programming Evaluation System (AEPS) 2.Carolina Curriculum for Infants and Toddlers or Preschoolers with Special Needs 3.Child Observation Record (High Scope) 4.Creative Curriculum Developmental Continuum Assessment/ GOLD 5.Hawaii Early Learning Profile (HELP) 6.Individual Growth and Development Indicators (IGDIs) 7.Transdisciplinary Play-Based Assessment (TPBA2) 8.Work Sampling System KSDE (2011) 32

Other Sources of Data Record Review Interview Observation Other Tests including screening information Information from families must be used to determine if functional behaviors are observed across environments KSDE (2011) 33

Parent Information is Needed Family members see the child in situations that professionals do not Need to determine what child does in a variety of settings (i.e. home, store, child care setting) Develop a method for getting information needed from family Listen as the family shares their story for information related the childs engagement, independence and social relationships across routines and activities Ask parents to show or describe their child in relation to the outcomes Observe how the child and parent interact Set up play scenarios for the child and family 34 Kasprzak & Rooney (2010)

Exception to the CBA Requirement When children are receiving services for one area of concern (i.e. speech, OT, or PT services only) and can be confidently rated a 6 or 7 in each outcome area on the basis of record review, observation, interview and other tests, then the requirement for the Curriculum Based Assessment is waived. HOWEVER, keep in mind: All 3 Early Childhood Outcomes must be rated on a COSF at entry and exit for every child, even those receiving only one service. Every child who receives only one service (i.e. speech, OT or PT) does not automatically rate a 6 or a 7. The team needs to make individual determinations. If a child receives a 5 or less on any one outcome, one of the 8 approved curriculum-based assessments must be completed (entirely) and included as documentation for all 3 outcomes on the COSF. KSDE (2011) 35

Identify relationships between assessment instruments and the three child outcome Display how content on a given assessment instrument is related to each outcome Are not meant to be used as a checklist or score sheet for measuring child outcomes Find instrument crosswalks on http://www.fpg.unc.edu/~eco/pages/crosswalks.cfm http://www.fpg.unc.edu/~eco/pages/crosswalks.cfm Instrument Crosswalks Kasprzak & Rooney (2010) 36

DOCUMENTING THE BASIS FOR THE RATING (DBRF) STEP 2 37

Documenting the Basis for the Rating Can be downloaded from: http://www2.ku.edu/~kskits/ta/ECOOutcomes/AdminNdsKno/DocumentingBasisforRating2010.doc 38

Documenting the Basis for the Documenting the Basis for the Rating Age Expected Skills and behaviors demonstrated are what one would expect for a same age child Immediate Foundational-Skills like that of a slightly younger child that occur just prior to age-expected functioning FoundationalEarlier skills conceptually linked to later skills and behaviors 39 ECO Center (2010)

AVA 40

USING THE DECISION TREE STEP 3 41

Definitions for Outcome Ratings 42

Ratings Scale Descriptor Statements 43

Using the Decision Tree http://kskits.org/ta/ECOOutcomes/whatTrainerNeeds2/groupTraining/decision_tree.pdf 44

Rating Scale Jeopardy Age appropriate functioning no concerns Mix of age appropriate and not age appropriate functioning No age appropriate functioning not yet showing immediate foundational skills Some age appropriate functioning but very little No age appropriate functioning lots of immediate foundational skills Age appropriate functioning some concerns Rarely shows age appropriate functioning No age appropriate functioning some immediate foundational skills Age appropriate functioning $100 $200 $100 $300 $200 $300 $200 $100 $300 Kasprzak & Rooney (2010) 45

Using the Decision Tree with the DBFR Form 46

AVA 47

DOCUMENTING THE RATING ON THE COSF STEP 4 48

COSF Rating Must Be Completed by Teams Team is defined as more than one professional Team members must understand: childs functioning across settings and situations age-expected child development the content of the 3 ECOs how to use the rating scale Strategies for making team ratings include Meeting when the team is already together Immediately after an IFSP/IEP or transition meeting At an already scheduled team meeting Use of technology media (i.e., conference call, video chats instant messaging, e-mail ) 49

Completing the COSF Can be downloaded from: http://kskits.org/ta/ECOOutcomes/whatDirectService/BlankCOSFTemplate.doc http://kskits.org/ta/ECOOutcomes/whatDirectService/BlankCOSFTemplate.doc 50

Completing the COSF 51

Questions 1b, 2b, 3b on Exit When child exits from program (Part C or Part B) the process for completing the rating and the COSF will be repeated In addition, an additional progress question will be completed for each outcome If the child gained even one new functional behavior from entry to exit the answer to the progress question is yes and progress is described 52 KSDE (2011)

AVA 53

Outcomes Web System Help Manual The Outcomes Web System (OWS) Help Manual is available at http://kskits.org/OWS/index.htmlhttp://kskits.org/OWS/index.html The manual gives step by step instructions for entering data into OWS Each district and network decide who will enter COSF data into the OWS Sometimes it is a specific member of the team Sometimes it is a data clerk Sometimes it is an administrator 54

Outcome Web System (OWS) All users must be registered For support contact Part C Sarah Walters 785-296-6136 Part B- Tiffany Smith 785-296-1944 The OWS has a session setting of 30 minutes Users can not exit the OWS then go back and enter more information, so the complete COSF must be entered before exiting the OWS 55

How Early Childhood Outcome Data is Reported in Kansas 56

EntryExit Kasprzak & Rooney (2010) 57

States Report Data in these categories Percentage of children who: a)Did not improve functioning b)Improved functioning, but not sufficient to move nearer to functioning comparable to same-age 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. 58

How the State Calculates OSEP Categories from COSF Responses COSF Rating 1COSF Rating 2Answer to question B on exit OSEP Reporting Category 77YesE 6 1 to 5YesB 51 to 4NoA 36 or 7YesD 31 or 2YesB 1 2 to 5YesC 71 to 5YesB 59

Summary Statements For Reporting Progress on Targets Required Summary Statement 1: Of those children who entered or exited the program below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they exited the program. c+d __ a+b+c+d Required Summary Statement 2: The percent of children who were functioning within age expectations in each Outcome by the time they exited the program. d+e __ a+b+c+d+e 60

State ECO Targets FY 2009 (Reported on March 15, 2011) Outcome 1Outcome 2Outcome 3 Summary Statement 1 % of children who moved closer to same age peers Part C = 57.53% Part B = 85.93% Part C = 61.14% Part B = 86.38% Part C = 66.99% Part B = 86.24% Summary Statement 2 % of children who exited at age level Part C = 56.33% Part B = 65.16% Part C = 47.44% Part B = 63.60% Part C = 63.44% Part B = 76.79% 61

ECO Outcomes and the IFSP/IEP 62

Steps to Integrating EC Outcomes (ECO) with the IFSP/IEP In the review of existing data, look for information related to the ECO IF the child is transitioning from a Part C Infant Toddler Program, organize the discussion of the child at the transition conference in relation to the ECO During the evaluation, probe for information on caregiver concerns related to the ECO. Encourage families to describe their childs typical day in the context of ECO areas, such as how he interacts with others, how he learns and solves problems, and how he gets his own needs met. Compare the childs functional skills and behaviors with those expected for other children his age. ECO Center (2010b) 63

Steps to Integrating EC Outcomes (ECO) with the IFSP/IEP Include functional authentic assessment in the evaluation that will provide the team with information on all three ECO. Consider the childs functioning in the context of everyday activities and routines, in the three ECO areas. Document supporting evidence for ECO rating throughout the assessment and evaluation process. During the IEP meeting, organize the discussion of the child in relation to the ECO. Discuss how the child is functioning in the ECO areas and how the childs skills and behaviors in the ECO areas compare with other children the same age. In the PLAAFP, organize the description of strengths and needs as they relate to the three outcome areas. ECO Center (2010b) 64

Family Strengths and Needs Summary 65

IFSP Outcomes Step 1: Determine functional area(s) Eating and Chewing Step 2: What routine(s) does this affect? Meal time (e.g. lunch, dinner restaurant) Step 3: Child will participate in (routines in question) Alicia will participate in lunch, dinner and going to the restaurant Step 4: by ----ing (address specific behaviors: by chewing her food Washington Systems Improvement Project 66

Child Outcomes: Example This Romeo will play with toys and eat meals with his family by sitting without support Rather than Romeo will improve muscle tone for sitting Washington Systems Improvement Project 67

handout 68

Example Outcome 2: Acquire and Use of Knowledge and Skills Involves: Thinking Reasoning Remembering Problem solving Using symbols and language Understanding physical and social worlds Includes: Early concepts symbols, pictures, numbers, classification, spatial relationships Imitation Object permanence Expressive language and communication Early literacy Strengths Able to group by classification When faced with a problem will usually ask for adult assistance Shows understanding of some age appropriate concepts (colors, big/little, in/on) Copies simple shapes and 3 letters of first name Beginning representational drawing. Counts 2 objects correctly. Able to use two hands to manipulate objects Answers simple factual questions Areas for growth When given 2 or 3 step directions, will follow 1 of the steps before requiring adult support. Needs visual cues to choose from when making a prediction about a story or event. Not able to answer questions (how, why) 69

Example Outcome 2: Acquire and Use of Knowledge and Skills Outcome 2: Acquiring and using knowledge and skills. Johnny has acquired some beginning concept knowledge. He is able to classify objects by size and basic attribute, name colors, understand beginning concepts (colors, size, prepositions), name 5 letters of his name, and count up to two objects correctly. He is beginning to create representational drawings, cut out shapes with straight lines, and is able to write three letters of his first name. When listening to a story or talking about immediate events, he is able to answer simple factual questions. Johnny has more difficulty with tasks that are less concrete. When given 2 or 3 step directions, Johnny will follow the first step but requires adult support for the remainder of the steps. This makes it difficult for Johnny to function independently within a preschool classroom. He has difficulty asking questions and answering how and why questions. During a small group story time, Johnny answered 1 of 6 how/why questions asked about the story, which indicates Johnny has difficulty with story comprehension. 70

Example Outcome 2: Acquire and Use of Knowledge and Skills Goal: By Oct. 20xx, while participating in preschool classroom activities, Johnny will independently follow routine directions of 3 related steps in 4 of 5 opportunities across 3 consecutive days. Goal: By Oct. 20xx, when discussing a story, Johnny will answer 8 out of 10 why and how questions in a mixed question probe. 71

www.kskits.org/ Where to Find Kansas ECO Resources 72

Navigating the ECO Web Page Navigation Pane for KITS Website on every page 73

KITS ECO Home Page State Agency Administrators Tiffany Smith, KSDE, Part B/619 Coordinator [email protected]@ksde.org Sarah Walters, KDHE, Part C Coordinator [email protected] [email protected] KITS Collaborative Training Calendar 74

Introduction What are the Early Childhood Outcomes? What is the purpose of the KITS ECO Information web page? 75

Hot Topics Whats new? Whats on the horizon? 76

OWS Login (opens new window) User login page for KSDE Web Applications Flash tutorials about the User Login Link to register for login and password for accessing KSDE web applications 77

What an Administrator Needs to Know 78

What a Data Entry Person Needs to Know 79

What A Direct Service Provider Needs to Know 80

What a Trainer Needs to Know 81

Independent Study 82

Group Training 83

Group Training Tools and Materials 84

COSF Examples 85

New COSF Examples 86

How to Keep Current With Kansas ECO Training and Guidance http://kskits.org/ta/ECOOutcomes/Index.shtml http://www.kskits.org/listserv/ ([email protected]) http://www.kskits.org/listserv/ http://kskits.org/publications/([email protected]) http://kskits.org/publications/ http://www.kskits.org/training/ http://www.ksits.org/index.html http://www.ksde.org/Default.aspx?tabid=101 [email protected] (Send email with [email protected] Subscribe Spedexpress in body of email) http://www.fpg.unc.edu/~eco/ 87

TA Support Kansas Inservice Training System (KITS) www.kskits.org Technical Assistance System Network (TASN) www.ksdetasn.org KSDE Tiffany Smith [email protected]@ksde.org KDHE Sarah Walters [email protected] [email protected] 88

References Bagnato (2007) Authentic assessment for early childhood intervention. New York: Guilford Press. Early Childhood Outcome Center (2010a). Understanding the Three Outcomes, Retrieved from: http://www.nectac.org/~stream/eval/cosftraining1http://www.nectac.org/~stream/eval/cosftraining1 ECO Center (2010b, July): Integrating Child Outcome Measures with the Individualized IEP Process. Retrieved from: http://leadershipmega-conf- reg.tadnet.org/uploads/file_assets/attachments/281/original_Integrating_outco mes_IEP_rating.pdf?1280240466http://leadershipmega-conf- reg.tadnet.org/uploads/file_assets/attachments/281/original_Integrating_outco mes_IEP_rating.pdf?1280240466 Kansas State Department Of Education, (2011). Outcome Web System User Guide. Retrieved from: http://kskits.org/OWS/index.htmlhttp://kskits.org/OWS/index.html Kansas Inservice Training System (2011). Group Training Tools and Materials Folder. Retrieved from: http://kskits.org/ta/ECOOutcomes/whatTrainerNeeds2/groupTraining/groupTrai ningMaterials.shtml http://kskits.org/ta/ECOOutcomes/whatTrainerNeeds2/groupTraining/groupTrai ningMaterials.shtml Kasprzak & Rooney (2010, March). Measuring Child Outcomes, Presentation for Delaware; ECO Center & NECTAC. Retrieved 10/3/11 from: http://www.fpg.unc.edu/~eco/assets/ppt/DE%20COSF%20training%20slides%20 for%20web%204-12-10.ppt http://www.fpg.unc.edu/~eco/assets/ppt/DE%20COSF%20training%20slides%20 for%20web%204-12-10.ppt 89

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Kansas Early Childhood Outcomes: Using the Child Outcome Summary Form to Report Progress Kansas...

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