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 &

Disability2300 Menaul Blvd. NE

Albuquerque, NM 87107505-272-9924

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• How is collecting outcomes data helpful to you and the children in your class?

• What do you consider as functional skills?

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LOCAL SCHOOL DISTRICTStatus progress of each preschooler with IEP

NM PED SPECIAL EDUCATION BUREAUAggregated outcomes data on Annual Performance Report

% who……functioning comparable to same age peers

OFFICE OF SPECIAL EDUCATION PROGRAMS (OSEP)Aggregated national outcomes data

CONGRESS

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NM SPP Indicator *7% of preschool children with IEPs who

demonstrate improved….

C. Use of appropriate behaviors to meet needs

B. Acquisition and use of knowledge & skills (including early language/communication & literacy)

A. Positive social emotional skills (including positive social relationships)

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Outcome data is reported in the context of how children are functioning

comparable to their same age peers.

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Why Collect Outcomes Data?

1. Accountability

2. Do children benefit as a result of special education supports & services?

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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.

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New MexicoGuiding Principles

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Guiding Principles:

•Authentic•Holistic•Accountable to every child

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Guiding Principles:

•Family Input

•Team Approach

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Guiding Principles:

•Multiple Data Sources

•Data that is Meaningful

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Guiding Principles:

•Aligning with Existing Systems

•Systems that Embed into Existing Routines

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Understanding the Early Childhood Outcomes

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The Whole Child

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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

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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

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Developmental Stages

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GATHERING DATA

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• 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?

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NM requires at least 3 different sources of data to

be used in determining progress:

1. Family /guardian information.2. Service provider/caregiver input3. A state-approved assessment

tool

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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


Assessment practices Assessment practices appropriate for outcomes appropriate for outcomes

measurement: ASHA*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)

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#1 Family & Guardian

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#2 Service Provider/Caregiver

Inputparental consent necessary here!

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Partners are important!

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#3 Assessment

New Mexico’s approved assessment tools

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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

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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

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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)

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Getting it all down!

• Systems for collecting

observations

• System for organizing

your notes

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ON TO THE COSF

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• 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?

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Essential Knowledge for Completing the COSF

Between them, team members must:

1. Know about the child’s functioning across settings and situations

2. Understand age-expected child development

3. Understand the content of the three child outcomes

4. Know how to use the rating scale

5. Understand age expectations for child functioning within the child’s culture

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COSF Form

Cover page– Date form completed– Child’s name, DOB & ID #– Persons involved in discussion &

decisions– Method(s) for collecting family

input

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Inside stuff

A PAGE FOR EACH OUTCOME

2 QUESTIONS ON EACH PAGE

SPACE TO DOCUMENT BASIS FOR RATING

ENTRY

MUST BE DONE FOR ALL PRESCHOOL CHILDREN RECEIVING

ANY SPECIAL EDUCATION SERVICES

NM Guidance Memo Dated October 14, 2008


2 COSF questions!2 COSF questions!

a. 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)

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Summary should…

Provide an overall sense of theCHILD’S

CURRENT FUNCTIONING

in the 3 outcome areas

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Supporting Evidence for AnswersSupporting Evidence for Answersto Questions 1a, 2a, 3ato Questions 1a, 2a, 3a

Source of information Date Summary of Relevant Results

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Question A

To what extent does the child show age appropriate functioning, across a variety of settings &

situations? (rating: 1-7)

Think functionally!

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Document Supporting Evidence• Sources:

– Family– Partner(s) including YOU!– Assessment Tool

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Summary Ratings (1-7)

Reduces rich information from assessment &

observation into a rating comparison to typically developing children

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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

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Rating Definitions

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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.

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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.

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3 - Emerging

•Child does not yet show functioning expected of a child of his or herage 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*.

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1 – Not Yet

• Child does not yet show functioning expected of a child his or her age in any situation.

• Child’s functioning does not yet include immediate foundational skills upon which to build age-appropriate functioning.

• Child functioning reflects skills that developmentally come before immediate foundational skills.

• Child’s functioning might be described as like that of a much younger child*.

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“In Between”

2, 4, 6

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The team making decisions on the ratings must reach consensus on a number

between 1 & 7 for each of the 3 outcome areas.

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Assistive Technology and Accommodations

Ratings should reflect the child’s level of functioning using whatever assistive technology or special accommodations are present in the child’s day-to-day settings

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Implications of Considering Available

Assistive Technology in Ratings

• Children who could benefit from assistive technology but don’t have it will get lower ratings

• These lower ratings do not reflect a child’s inability as much as the fact that the child does not have the necessary equipment/services

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Determining rating

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Decision Tree for Summary Rating DiscussionsDoes the child ever function in ways that would be considered age appropriate with regard to this outcome?

Does the child use any immediate foundational skills related to this outcome on which to build age-appropriate functioning across settings and situations?

Is the child’s functioning age appropriate across all or almost all settings and situations?

To what extent is the child using immediate foundational skills across settings and situations?

To what extent is the child using age-appropriate skills across settings and situations?

Rating = 1 Rating = 2 Rating = 3 Rating = 4 Rating = 5 Rating = 6 Rating = 7

Does anyone have concerns about the child’s functioning with regard to the outcome area?

No (consider rating 1-3) Yes (consider rating 4-7)

No Yes No Yes

Child rarely uses foundational skills across settings and situations

Child uses foundational skills across settings and situations most or all of the time

Child rarely uses age-appropriate skills. There is much more behavior that is not age appropriate than age appropriate.

Child uses age-appropriate skills some of the time across settings and situations. There is a mix of appropriate and not appropriate behaviors and skills.

No Yes

The Early Childhood Outcomes Center, Revised 5-10-06

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What If a Team Cannot What If a Team Cannot Reach Consensus? Reach Consensus?

• Team disagreement is a common concern

• Structure the discussion to minimize the likelihood of reaching an impasse

• Adopt a policy/procedure for dealing with these situations

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REMEMBER…

Outcome data is reported in the context of how children are

functioning comparable to their same age peers.

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Remember -AT ENTRY

COSF completed within 30 days of a child’s entry into preschool services

No matter when they arrive~

NM Guidance October 14, 2008

NM Guidance January 12, 2009

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“Entry” DATA Every Year

• is reported in STARS. Refer to your STARS data clerk for timelines.

• is confidential information, treat it as you would any other confidential documents.


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Spring Time~

•A NEW COSF must be completed as a “progress” COSF in the spring…..that means for ANY child who has been in your program for 6 months or longer!


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NOW answer the Second question on the COSF

Has the child shown any new skills or behaviors related to the outcome

since the last outcomes summary?

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YOU MUST

Answer 1a 2a 3a again BASED ON YEAR-LONG DATA GATHERED THROUGH MULTIPLE SOURCES…..

BECAUSE THE CHILD IS 6 MONTHS OLDER!

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Supporting Evidence for AnswersSupporting Evidence for Answersto Questions 1a, 2a, 3ato Questions 1a, 2a, 3a

Source of information Date Summary of Relevant Results

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DETERMINING NEW RATING FOR CURRENT

FUNCTIONING

USING THE 7 PT SCALE

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THEN

• COMPARE “ENTRY” COSF as a reference for determining whether child has made progress….

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NOWANSWER…Question B

YES….OR….NO

Has the child shown any new skills or behaviors related to the outcome since

the last outcomes summary?

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NOW WRITE SUMMARY SUPPORTING YOUR YES OR

NO ANSWER

Yes 1 Describe progress:

No 2

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STARS REPORTING

• DATA ON ALL CHILDREN MUST BE REPORTED IN THE FALL OR WHENEVER THE CHILD ENTERS YOUR PROGRAM (ENTRY DATA)

• IN THE SPRING (PROGRESS DATA)

• CHECK YOU LOCAL DISTRICT’S REQUIRMENTS FOR DATA ENTRY PROCESS AND TIMELINES


NM Guidance January 12, 2009

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More Information

• For COSF process questions call Preschool Network: 505-272-

9924

• For COSF data reporting questions call: PED/SEB: Education

Administrator for your district

For national support: Early Childhood Outcomes Center:

• http://www.fpg.unc.edu/~eco/pages/overview.cfm

• NECTAC: www.nectac.org/

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CLOSING

Documents

NM Early Childhood Outcomes: Using the Child Outcomes Summary Form