Kansas Early Childhood Outcomes: Using the Child Outcome
Summary Form to Report Progress Kansas Inservice Training System
2011 2012 1
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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
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Overview of the Early Childhood Outcomes 3
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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
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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
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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)
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Keeping our eyes on the prize: High quality services for
children and families that will lead to good outcomes. Kasprzak
& Rooney (2010a) 18
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Timelines 19
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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
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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
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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
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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
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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
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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
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Timelines August 1 st August 31 st Data Verification 26
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4 Steps to Rating a Child on the ECOs 27
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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
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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
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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
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COLLECTING ASSESSMENT INFORMATION STEP 1 31
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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
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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
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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)
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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
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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
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DOCUMENTING THE BASIS FOR THE RATING (DBRF) STEP 2 37
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Documenting the Basis for the Rating Can be downloaded from:
http://www2.ku.edu/~kskits/ta/ECOOutcomes/AdminNdsKno/DocumentingBasisforRating2010.doc
38
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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)
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AVA 40
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USING THE DECISION TREE STEP 3 41
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Definitions for Outcome Ratings 42
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Ratings Scale Descriptor Statements 43
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Using the Decision Tree
http://kskits.org/ta/ECOOutcomes/whatTrainerNeeds2/groupTraining/decision_tree.pdf
44
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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
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Using the Decision Tree with the DBFR Form 46
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AVA 47
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DOCUMENTING THE RATING ON THE COSF STEP 4 48
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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
Slide 50
Completing the COSF Can be downloaded from:
http://kskits.org/ta/ECOOutcomes/whatDirectService/BlankCOSFTemplate.doc
http://kskits.org/ta/ECOOutcomes/whatDirectService/BlankCOSFTemplate.doc
50
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Completing the COSF 51
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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)
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AVA 53
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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
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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
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How Early Childhood Outcome Data is Reported in Kansas 56
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EntryExit Kasprzak & Rooney (2010) 57
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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
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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
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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
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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
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ECO Outcomes and the IFSP/IEP 62
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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
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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
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Family Strengths and Needs Summary 65
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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
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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
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handout 68
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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
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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
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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
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www.kskits.org/ Where to Find Kansas ECO Resources 72
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Navigating the ECO Web Page Navigation Pane for KITS Website on
every page 73
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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
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Introduction What are the Early Childhood Outcomes? What is the
purpose of the KITS ECO Information web page? 75
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Hot Topics Whats new? Whats on the horizon? 76
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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
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What an Administrator Needs to Know 78
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What a Data Entry Person Needs to Know 79
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What A Direct Service Provider Needs to Know 80
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What a Trainer Needs to Know 81
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Independent Study 82
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Group Training 83
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Group Training Tools and Materials 84
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COSF Examples 85
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New COSF Examples 86
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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
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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
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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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