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The Child Outcome summary form (COSF)

The Child Outcome summary form (COSF). Early Childhood. Who, What, Where, When, Why, and How? OSPI/WASA Special Education Conference Seattle Doubletree Hotel August 3, 2009 Sheila Ammons, Early Childhood Supervisor

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The Child Outcome summary form (COSF)

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  1. The Child Outcome summary form (COSF) Early Childhood Who, What, Where, When, Why, and How? OSPI/WASA Special Education Conference Seattle Doubletree Hotel August 3, 2009 Sheila Ammons, Early Childhood Supervisor Adapted from May 2007 ECO center training presentation by Kathy Hebbeler

  2. Session Objectives • Explain the purpose of collecting outcome data • Identify who is involved in data collection • Outline the process of making rating decisions • Describe how to use the revised reporting template • Review child specific and data reporting timelines • Describe how and when to submit COSF data to OSPI

  3. Why collect outcome data? • Age of Accountability • Office of Special Education Programs (OSEP) being asked by Congress to produce outcome data • To quantify developmental gains made by young children in their special education programs • Examine program effectiveness • Are children truly making progress?

  4. Why collect outcome data? -continued • Provide cost-benefit data to Congress in order to maintain funding for special education programs • Should special education programs continue to receive federal funding? Increase in funding at federal level? • Ultimately, to better serve children and families

  5. Why collect outcome Data?-continued • 2005 OSEP requirement to submit outcome data on the Annual Performance Report (APR) • State Performance Plan (SPP) Indicator 7: Percentage of preschool children with IEPs who demonstrate improved: • Positive social-emotional skills (including social relationships) • Acquisition and use of knowledge and skills (including early language/communication and early literacy) • Use of appropriate behavior to meet their needs

  6. OSEP Reporting categories • Percentage of children who: • a. Did not improve functioning • b. Improved functioning, but not sufficient to move nearer to functioning comparable to same-aged peers • c. Improved functioning to a level nearer to same-aged peers, but did not reach it • d. Improved functioning to a level comparable to same-aged peers • e. Maintained functioning at a level comparable to same-aged peers

  7. Early childhood outcomes (ECO) center • OSEP funded the Early Childhood Outcomes (ECO) Center www.the-eco-center.orgto research and make recommendations • Which areas are most relevant to collect outcome data, for all students who receive special education services • Comprised of functional skills

  8. Early childhood outcomes (ECO) center -continued • Recommend an appropriate measurement tool to collect outcome data • The ECO center developed the Child Outcome Summary Form (COSF) • COSF used by 39 states

  9. The Three COSF Outcomes 1. Children have positive social relationships • With adults, other children, within groups 2. Children acquire and use knowledge and skills • Thinking, reasoning, remembering, problem solving, using language, understanding physical and social world 3. Children take appropriate action to meet their needs • Taking care of basic needs, getting from place to place, using tools, self-help skills

  10. Who is involved in data collection? • The student’s IEP team (service provider/s, parents) determine the COSF rating • Determination not made by any single person • Includes input from multiple sources/measures • Decision tree for summary rating discussions • Lickert scale used for rating skills • 1-7 with 7 indicating age-appropriate functioning • Lower numbers indicate distance from age-appropriate functioning

  11. Decision TREE

  12. Essential knowledge for completing the COSF • Between members, the team must: • Be familiar with the child’s functional skills across a variety of settings and situations • Understand age-expected child development • Understand the content of each outcome • Know how to use the rating scale • Understand age expectations for child functioning within the child’s culture

  13. The COSF Form • Cover page and three outcome pages • Each outcome page includes two questions: • To what extent does this child show age-appropriate functioning, across a variety of settings and situations? (Rating 1-7) • Has this child shown any new skills or behaviors related to this outcome since the last outcomes summary? (Yes/No)

  14. About the COSF • The COSF is not an assessment tool • It is an instrument that collects and summarizes all child information related to COSF outcomes • Will include relevant assessment information • Provide a global sense of functioning in three areas • Outcome data can be aggregated across programs • DOES NOT provide program planning information for the individual child

  15. Reporting Template

  16. IMPORTANT CONSIDERATIONS • Submit data on or before the due date. • Templates include instructions, definitions, and some include FAQs are located at www.k12.wa.us/specialed/forms.aspx. • Submit using Excel template. Must be emailed to Sandy Grummick (sandy.grummick@k12.wa.us) Do not modify the template. • Upon receipt, a confirmation will be sent back to the email address that submitted the report. • Federal Data Reporting Bulletin contains due dates, contact information, where to find forms, etc.

  17. Data submission to OSPI • Submit data to OSPI once a year • On or before July 15 • Consider submitting data prior to staff leaving for summer vacation • May be difficulties in submitting data because the staff who have the data are on vacation • Don’t let this happen to you! • A confirmation of receipt of the data will always be sent back to districts within 3 business days. If no confirmation, assume it was not received by OSPI.

  18. WHY IS IT IMPORTANT TO BE TIMELY? • All the data collected have a purpose—federal data reporting requirements (618 data, Annual Performance Report) or State Legislated • Must determine state percentages and if making progress toward state target • Must determine individual district percentages and if making progress toward state target • Create Performance Data Profiles—required to answer questions in LEA application • Determinations for monitoring, district rankings • Late submission of data will impact district Determination Level

  19. Contact information • Sheila Ammons Early Childhood Program Supervisor Sheila.ammons@k12.wa.us Ph. (360) 725-6075 • Sandy Grummick Data Manager, Special Education Sandy.grummick@k12.wa.us Ph. (360) 725-6075

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