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Kansas Early Childhood Outcomes: Using the Child Outcome Summary Form to Report Progress. Kansas Inservice Training System 2011 – 2012. Agenda. Overview of the Early Childhood Outcomes (ECO) 4 Steps to Rating a Child on the ECOs Assessment Documenting the Basis for the Rating (DBRF)

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

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

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

    3. Overview of the Early Childhood Outcomes

    4. 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)

    5. 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)

    6. 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 Kasprzak & Rooney (2010)

    7. 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)

    8. The Three Early Childhood Outcomes • Positive social-emotional skills (including social relationships) • Acquisition and use of knowledge and skills (including early language/communication [and early literacy*]) • Use of appropriate behaviors to meet their needs *for 3-5 ECO Center video link: http://www.fpg.unc.edu/~eco/pages/videos.cfm

    9. 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 resultof services and supports received. • ECO Center (2010a)

    10. 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) .

    11. 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

    12. 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

    13. 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

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

    15. Outcomes Jeopardy $100 $100 $100 $200 $200 $200 $300 $300 $300 Kasprzak & Rooney (2010)

    16. 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)

    17. 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 Thinking Functionally ECO Center(2010a)

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

    19. Timelines

    20. 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)

    21. 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)

    22. 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)

    23. 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)

    24. 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)

    25. Timelines • July 31st • 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 1st and June 30th of the fiscal year KSDE (2011)

    26. Timelines • August 1st – August 31st • Data Verification

    27. 4 Steps to Rating a Child on the ECOs

    28. 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)

    29. 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)

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

    31. STEP 1 Collecting Assessment Information

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

    33. 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)

    34. 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 child’s 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 Kasprzak & Rooney (2010)

    35. 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)

    36. Instrument Crosswalks • 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 Kasprzak & Rooney (2010)

    37. STEP 2 Documenting the Basis for the Rating (DBRF)

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

    39. 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-Skillslike that of a slightly younger child that occur just prior to age-expected functioning • Foundational—Earlier skills conceptually linked to later skills and behaviors ECO Center (2010)

    40. AVA

    41. STEP 3 Using the Decision Tree

    42. Definitions for Outcome Ratings

    43. Ratings Scale Descriptor Statements

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

    45. Rating Scale Jeopardy $100 $100 $100 $200 $200 $200 $300 $300 $300 Kasprzak & Rooney (2010)

    46. Using the Decision Tree with the DBFR Form

    47. AVA

    48. STEP 4 Documenting the Rating on the COSF

    49. COSF Rating Must Be Completed by Teams • Team is defined as more than one professional • Team members must understand: • child’s 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)

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