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NM Early Childhood Outcomes: Using the Child Outcomes Summary Form

NM Early Childhood Outcomes: Using the Child Outcomes Summary Form. Developed by Preschool Network UNM Center for Development & Disability 2300 Menaul Blvd. NE Albuquerque, NM 87107 505-272-9924. How is collecting outcomes data helpful to you and the children in your class?

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NM Early Childhood Outcomes: Using the Child Outcomes Summary Form

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  1. NM Early Childhood Outcomes:Using the Child Outcomes Summary Form Developed by Preschool Network UNM Center for Development & Disability 2300 Menaul Blvd. NE Albuquerque, NM 87107 505-272-9924

  2. How is collecting outcomes data helpful to you and the children in your class? • What do you consider as functional skills? ECO Summer 2010

  3. CONGRESS OFFICE OF SPECIAL EDUCATION PROGRAMS (OSEP) Aggregated national outcomes data NM PED SPECIAL EDUCATION BUREAU Aggregated outcomes data on Annual Performance Report % who……functioning comparable to same age peers LOCAL SCHOOL DISTRICT Status progress of each preschooler with IEP ECO Summer 2010

  4. NM SPP Indicator *7 % of preschool children with IEPs who demonstrate improved…. A. Positive social emotional skills (including positive social relationships) B. Acquisition and use of knowledge & skills (including early language/communication & literacy) C. Use of appropriate behaviors to meet needs ECO Summer 2010

  5. Outcome data is reported in the context of how children are functioning comparable to their same age peers. ECO Summer 2010

  6. Why Collect Outcomes Data? • Accountability 2. Do children benefit as a result of special education supports & services? ECO Summer 2010

  7. Why Collect Outcomes Data? To have information on child status & progress for parents, programming & To confirm the positive work we do to support the growth and development of children. ECO Summer 2010

  8. New MexicoGuiding Principles ECO Summer 2010

  9. Guiding Principles: • Authentic • Holistic • Accountable to every child ECO Summer 2010

  10. Guiding Principles: • Family Input • Team Approach ECO Summer 2010

  11. Guiding Principles: • Multiple Data Sources • Data that is Meaningful ECO Summer 2010

  12. Guiding Principles: • Aligning with Existing Systems • Systems that Embed into Existing Routines ECO Summer 2010

  13. Understanding the Early Childhood Outcomes ECO Summer 2010

  14. The Whole Child ECO Summer 2010

  15. Outcomes are Functional • Meaningful to the child in the context of everyday living • Integrated behaviors and/or skills that allow the child to achieve the outcomes ECO Summer 2010

  16. ECO Summer 2010

  17. Outcomes are NOT: • Domains based – do not separate child development into discrete areas (cognitive, motor, communication, etc.) • A single behavior • The sum of a series of discrete behaviors ECO Summer 2010

  18. Developmental Stages ECO Summer 2010

  19. GATHERING DATA ECO Summer 2010

  20. What sources do you use, aside from an assessment tool, to get an accurate sense of a child’s functional skill level? • To really get a picture of the whole child, who’s important to help paint this picture? ECO Summer 2010

  21. NM requires at least 3 different sources of data to be used in determining progress: 1. Family /guardian information. 2. Service provider/caregiver input 3. A state-approved assessment tool ECO Summer 2010

  22. DEC* recommended practices for assessment Involve multiple sources Examples: family members, professional team members, service providers, caregivers Involve multiple measures Examples: observations, criterion- or curriculum-based instruments, interviews, norm-referenced scales, informed clinical opinion, work samples *Division for Early Childhood ECO Summer 2010 Early Childhood Outcomes Center 22

  23. Assessment practices appropriate for outcomes measurement: ASHA* ASHA recommended practices: Gather information from families, teachers, other service providers Collect child-centered, contextualized, descriptive, functional information (*American Speech-Language-Hearing Association) ECO Summer 2010 Early Childhood Outcomes Center 23

  24. #1 Family & Guardian ECO Summer 2010

  25. #2 Service Provider/Caregiver Inputparental consent necessary here! ECO Summer 2010

  26. Partners are important! ECO Summer 2010

  27. #3 Assessment New Mexico’s approved assessment tools ECO Summer 2010

  28. The 4 state approved assessment tools for the assessment portion of the process are: • Brigance Inventory of Early Development-II (IED-II) • Creative Curriculum for Preschool Children • Work Sampling System (Preschool 3 and 4) • NM Pre-K Observational Assessment • or petition state to use another tool ECO Summer 2010

  29. Crosswalks • The ECO Center has “crosswalked” assessment tools to the outcomes • Crosswalks show which sections of assessment tools are related to each outcome • Having many items does not necessarily mean the assessment captures functioning across settings ECO Summer 2010

  30. Collecting Concrete Evidence • Observation in real time with documentation • Child Work Samples • Summative Anecdotes • Check List (based on developmental milestones) Remember: just the facts- not an interpretation (ie: smiling and laughing vs having fun) ECO Summer 2010

  31. ECO Summer 2010

  32. Getting it all down! • Systems for collecting observations • System for organizing your notes ECO Summer 2010

  33. ON TO THE COSF ECO Summer 2010

  34. What information do you use to make the determination of the child’s rating on the COSF? • How do you decide what is the most important information to write on the COSF when justifying the rating? • When completing the progress COSF, how do you tie in where a child was at entry so that you can accurately assess their growth and progress? ECO Summer 2010

  35. Essential Knowledge for Completing the COSF Between them, team members must: Know about the child’s functioning across settings and situations Understand age-expected child development Understand the content of the three child outcomes Know how to use the rating scale Understand age expectations for child functioning within the child’s culture Early Childhood Outcomes Center ECO Summer 2010 35

  36. COSF Form Cover page • Date form completed • Child’s name, DOB & ID # • Persons involved in discussion & decisions • Method(s) for collecting family input ECO Summer 2010

  37. ECO Summer 2010

  38. Inside stuff A PAGE FOR EACH OUTCOME 2 QUESTIONS ON EACH PAGE SPACE TO DOCUMENT BASIS FOR RATING ECO Summer 2010

  39. ENTRY MUST BE DONE FOR ALL PRESCHOOL CHILDREN RECEIVING ANY SPECIAL EDUCATION SERVICES NM Guidance Memo Dated October 14, 2008

  40. 2 COSF questions! To what extent does this child show age-appropriate functioning, across a variety of settings and situations, on this outcome? (Rating: 1-7)-(this is answered each and every time you complete the COSF) b. Has the child shown any new skills or behaviors related to [this outcome] since the last outcomes summary? (Yes-No)-(this is only answered for progress COSF) ECO Summer 2010 Early Childhood Outcomes Center 40

  41. Summary should… Provide an overall sense of the CHILD’S CURRENT FUNCTIONING in the 3 outcome areas ECO Summer 2010

  42. Supporting Evidence for Answersto Questions 1a, 2a, 3a Early Childhood Outcomes Center ECO Summer 2010 42

  43. Question A To what extent does the child show age appropriate functioning, across a variety of settings & situations? (rating: 1-7) Think functionally! ECO Summer 2010

  44. Document Supporting Evidence • Sources: • Family • Partner(s) including YOU! • Assessment Tool ECO Summer 2010

  45. Summary Ratings (1-7) Reduces rich information from assessment & observation into a rating comparison to typically developing children ECO Summer 2010

  46. Summary Ratings 1 -- 7 • Is a 7-point scale for summarizing information related to a child’s progress on each of the 3 child outcome areas required by OSEP. • The rating is based on child’s functioning compared to typically developing children the same age ECO Summer 2010

  47. Rating Definitions ECO Summer 2010

  48. 7 - Completely • Child shows functioning expected for his or her age in all or almost all everyday situations that are part of the child’s life. Functioning is considered appropriate for his or her age. • No one has any concerns about the child’s functioning in this outcome area. ECO Summer 2010

  49. 5 - Somewhat • Child shows functioning expected for his or her age some of the time and/or in some situations. Child’s functioning is a mix of age appropriate and not appropriate behaviors and skills. • Child’s functioning might be described as like that of a slightly younger child. ECO Summer 2010

  50. 3 - Emerging • Child does not yet show functioning expected of a child of his or her • age in any situation. • • Child uses immediate foundational skills, most or all of the time, across settings and situations. Immediate foundational skills are theskills upon which to build age-appropriate functioning. • • Functioning might be described as like that of a younger child*. ECO Summer 2010

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