Pacific TA Meeting: Quality Practices in Early Intervention and Preschool Programs

1. Pacific TA Meeting: Quality Practices in Early Intervention and Preschool Programs

2. Measuring Child Outcomes Using the COSF Slides & content revised with permission from ECO 2

3. Objectives Review essential knowledge for completing the COSF. Explore using Age-Expected (AE) – Immediate Foundational (IF) – Foundational (F) to assist with COSF rating. Discuss how families are involved in the measurement process. Determine ways to integrate child outcomes measurement into the IFSP/IEP process.

4. Measuring Outcomes

5. National Picture – Part C

6. National Picture - 619

7. Essential Knowledge Between them, team members must: • Understand age-expected child development. • Understand age expectations for child functioning within the child’s culture. • Know about the child’s functioning across settings and situations. • Understand the content of the three child outcomes. • Know how to use the COSF rating scale.

8. Essential Questions Considering all the information gathered through the assessment process, are the skills and behaviors demonstrated … • what one would expectfor a child this age? • If not, are they like those of a younger child? Are they the skills and behaviors that come just before the age-expected skills and behaviors? • If not, are they like those of a MUCH younger child? Are they farther away from age expected skills and behaviors? (much earlier or atypical skills and behaviors)

9. Age Expected Resources • MEISR-COSF Tool • Colorado • www.fpg.unc.edu/~eco/assets/pdfs/Outcome1LarimerCountyAgeAnchoringTool.pdf • Virginia • www.infantva.org/ovw-DeterminationDevelopmentOSEP.htm • More Resources At ECO: • http://www.fpg.unc.edu/~eco/pages/states_cosf_materials.cfm

10. AE – IF – F Exercise • 30 Month old child

11. Coding • Are the skills and behaviors what one would expect for a child this age? • Are they like those of a younger child? Are they the skills and behaviors that come just before the age-expected skills and behaviors? • If not, are they like those of a MUCH younger child? Are they farther away from age expected skills and behaviors? (much earlier or atypical skills and behaviors)

12. Essential Knowledge Between them, team members must: • Understand age-expected child development. • Understand age expectations for child functioning within the child’s culture. • Know about the child’s functioning across settings and situations. • Understand the content of the three child outcomes. • Know how to use the COSF rating scale.

13. Organizing Tool 1. POSITIVE SOCIAL RELATIONS Relating with adults Relating with other children Following rules related to groups or interacting with others 2. ACQUIRES & USES KNOWLEDGE & SKILLS Thinking reasoning problem solving Understanding symbols Understanding the physical & social world

14. Outcomes Jeopardy $200 $100 $100 $100 $200 $200 $300 $300 $300

15. Essential Knowledge Between them, team members must: • Understand age-expected child development. • Understand age expectations for child functioning within the child’s culture. • Know about the child’s functioning across settings and situations. • Understand the content of the three child outcomes. • Know how to use the COSF rating scale.

16. Parent Input Assessment Results Naturalistic Observation Single Rating for each of the 3 outcomes RBI COSF Professional Opinion Progress & More

17. 7 point scale Army Educational and Developmental Intervention Services

18. Normal Curve Corresponding to Points on COSF Rating Scale 10

19. Army Educational and Developmental Intervention Services

20. Age Expected • The child is demonstrating age expected (AE) skills • Functioning is generally is considered appropriate for his or her age (AE), • but there are some concerns about the child’s functioning in this outcome area • This will need to be watched closely, because without continued progress he/she could fall behind age expected.

21. Decreasing Degree of AE Skills • There is a mixof age-expected (AE) and not. Child has more age expected (AE) than immediate foundational (IF) skills. • Here the degree of age-expected (AE) functioning is much less, but there are still some age-expected (AE) skills. Child has more immediate foundational (IF) skills than age expected (AE).

22. No AE Decreasing Degree of IF • The child shows many immediate foundational (IF) skills, but no age expected (AE) and few foundational (F) skills. • The child shows less immediate foundational (IF) skills and more foundational (F) skills. • The child shows only foundational (F) skills.

24. Something a bit new…

25. Bucket List Army Educational and Developmental Intervention Services

26. Test your knowledge

27. Involving Families • Introduction materials shared with families • EDIS Tri-fold • Other State Resources • www.fpg.unc.edu/~eco/pages/states_parents.cfm

28. Involving families in a conversation about their child’s functioning • Avoid jargon • Avoid questions that can be answered with a yes or no • “Does Anthony finger feed himself?” • Ask questions that allow parents to tell you what they have seen • “Tell me about how Anthony eats”

29. What We Should Expect from Family Involvement • That they can provide rich information about their child’s functioning across settings and situation – YES! • That they will know whether their child is showing age appropriate behavior? Maybe… but not necessarily!

30. Table Talk • What information about measuring child outcomes is shared with families? • Do families sit at the table when completing the COSF (consider pros/cons)? • If not, how are families involved? • If you do how’s it going? • What’s working what’s not – ideas for the future.

31. Share Table Talk Discoveries

32. Integrating Rating into IFSP • IFSP Process • IEP Process Identification and Referral IFSP Development Intake and Family Assessment Child Evaluation and Functional Assessment Service Delivery and Transition Child in Early Intervention Transition Identification and Referral IEP Development Service Delivery Child Evaluation and Assessment

33. Table Talk • What is your process? • How could you/are you integrating child outcomes into the IFSP/IEP process? • What are challenges? • What are benefits? • What ideas do you have for the future?

34. Share Table Talk Discoveries

35. Ensuring Quality