Transcript Document

ESSENTIAL KNOWLEDGE
FOR THE CHILD OUTCOMES
SUMMARY PROCESS
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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What is the Child Outcomes Summary (COS)
Process ?
The COS process uses a team approach to summarize information related to
a child’s functioning in each of the three child outcome areas on a 7-point
scale. The COS process can be used:
1)
When the team wants to use multiple sources of information to describe
a child’s functioning on each of the outcomes.
2)
When different assessments have been given to different children across
the state and the results need to be placed on the same scale to be
aggregated.
The COS process is a measurement approach.
It is not an assessment tool.
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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How States are Measuring Child Outcomes
Early Childhood Outcomes Center (2014)
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How States are Measuring Child Outcomes
Early Childhood Outcomes Center (2014)
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Why COS for Preschool in Maryland?
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Aligns with Maryland’s Birth through Five System of Services framework for
children with disabilities
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Uses a team approach that incorporates family centered principles and
multiple sources of data/information for measuring progress on the three
broad child outcomes
•
Replaces the Maryland Model for School Readiness (MMSR), and the use of
the Work Sampling System as the MMSR assessment measure, with the
Early Childhood-Comprehensive Assessment System*
* Ready for Kindergarten (R4K), which is comprised of the Kindergarten Readiness Assessment (KRA) and
the Early Learning Assessment (ELA), i.e., formative assessment
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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Features of the COS Process
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Team-based decision making
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Gathering functional information via assessment to get a global sense of
how the child is doing at a single point in time
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Looking at a child’s skills and behavior within the context of ageestablished expectations
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Using the COS 7-point rating scale to rate the child’s functioning across
settings and situations as compared to what is expected for his/her age
* Is completed upon program entry and exit, and annually
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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Essential Knowledge for a Quality COS Process
Teaming
Assessment
Established ageexpectations
7-point
rating scale
Maryland State Department of Education - Division of Special Education/Early Intervention Services
QUALITY
COS
PROCESS!
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Team-Based Decision-Making
COS ratings should be completed by a team of people who have knowledge
of the child and his or her functioning across a variety of settings and
situations, including but not limited to:
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Parents and extended family members
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General and specialized educators
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Early care and education providers
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Related services providers
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Case managers / services coordinators
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Others familiar with the child
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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What Is Assessment?
“Assessment is the process of gathering information to make decisions.”
DEC Recommended Practices (2014)
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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DEC Recommended Practices for Assessment
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Involve multiple sources
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Involve multiple measures
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Examples: family members, professional team members, service providers, caregivers
Examples: observations, criterion- or curriculum-based instruments, interviews, normreferenced scales, informed clinical opinion, work samples
Used for multiple purposes
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Examples: screening, determining eligibility for services, individualized planning,
monitoring child progress, measuring child outcomes
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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The COS Process Supports the Use of:
Multiple Sources of Information
Multiple Methods
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Curriculum-based assessments
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Family information
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Norm-referenced assessments
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General and specialized educators
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Developmental screenings
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Related service providers
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Formative assessment (e.g.,
Maryland’s Early Learning
Assessment)
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Physicians
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Early care and education providers
Observation, interview, and report
•
People familiar with the child in all
settings and situations
•
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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Assessing Functional Skills and Behaviors
• What does the child typically do?
• What is the child’s actual performance across settings and
situations?
• How does the child uses his/her skills to accomplish tasks?
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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A Shift in Thinking from Developmental Domains to
Functional Skills and Behaviors
Our Focus Shifts
From
Knows how to make eye contact,
smile, and give a hug
To
Initiates affection toward caregivers
and respond to others’affection
Knows how to imitate a gesture
when prompted by others
Watches what a peer says or does
and incorporate it into his/her own
play
Uses finger in pointing motion
Points to indicate needs or wants
Shows a skill in a specific situation
Uses a skill in actions across
settings and situations to accomplish
something meaningful to the child
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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Linking Assessment Tools with Outcomes
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The ECO Center has “crosswalked” assessment tools to the outcomes
http://ectacenter.org/eco/pages/crosswalks.asp
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Maryland’s Early Learning Assessment (ELA) will be crosswalked with the
three early childhood outcomes.
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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Functional Performance in the Three Child
Outcomes
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Measuring performance in each of the three outcome areas is based on
comparison with age established expectations
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Children of different ages will demonstrate achievement in different ways,
so expectations change with age
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There are many pathways to functioning for children with atypical
development (e.g., using sign language, wheelchair)
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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Establishing Age Expectations
Movement
away from
age-expected
functioning
Age-expected
skills and behavior
Movement
toward
age-expected
functioning
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Documenting Child Progress Over Time:
Maryland’s Early Learning Assessment (ELA)
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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To Participate in the COS Process …
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Understand and use the principles of good teaming
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Be able to conduct and interpret functional assessments, including using
observation to gather information about what children know and can do;
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Understand child development and what is expected of children at
different ages
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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Using the COS Process in Maryland
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Help families understand their child’s development in relation to typical age
expectations
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Guide the development of functional, individualized IFSP outcomes and IEP
goals
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Inform stakeholders, including families, about the effectiveness of the program
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Identify program strengths and weakness for improving program services and
delivery
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Provide information for policymakers to justify future funding of programs
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Meet Office of Special Education Program (OSEP) requirements
Maryland State Department of Education - Division of Special Education/Early Intervention Services
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Questions?
Nancy Vorobey
Section Chief, Prevention Initiatives and Early Childhood
410-767-0234
[email protected]
Pam Miller
Quality Assurance Specialist
410-767-1019
[email protected]
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