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

Pacific TA Meeting: Quality Practices in Early Intervention and

Preschool Programs

Slides & content revised with permission from ECO2

Measuring Child Outcomes

Using the COSF

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.

Measuring Outcomes

National Picture – Part C

National Picture - 619

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Essential Knowledge Between them, team members must:

1. Understand age-expected child development.

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

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

4. Understand the content of the three child outcomes.

5. Know how to use the COSF rating scale.

Essential QuestionsConsidering all the information gathered through the assessment process, are the skills and behaviors demonstrated … what one would expect for 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)

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Age Expected Resources MEISR-COSF Tool Colorado

www.fpg.unc.edu/~eco/assets/pdfs/Outcome1LarimerCountyAgeAnchoringTool.pdf

Virginiawww.infantva.org/ovw-

DeterminationDevelopmentOSEP.htm

More Resources At ECO:http://www.fpg.unc.edu/~eco/pages/

states_cosf_materials.cfm

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AE – IF – F Exercise

30 Month old child

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Coding

1. Are the skills and behaviors what one would expect for a child this age?

2. Are they like those of a younger child? Are they the skills and behaviors that come just before the age-expected skills and behaviors?

3. 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)

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Essential Knowledge Between them, team members must:

1. Understand age-expected child development.

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

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

4. Understand the content of the three child outcomes.

5. Know how to use the COSF rating scale.

Organizing Tool

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Describe how the child… Consider how the child…across different settings? Demonstrates attachment Initiates & maintains social interactions Behaves in a way that allows them to participate in a

variety of settings & situations Demonstrates trust in others Regulates emotions Understands & follows social rules Complies with familiar adult requests Shares toys & materials with others Initiates, responds to, & sustains interactions with others Listens, watches, & follows activities during groups

interacts with & relates to others in day-to-day happenings

displays, reads & reacts to emotions initiates, maintains, & close interactions expresses delight or displays affection transitions in routines or activities (familiar & new) engages in a joint activities/interactions shows awareness of contextual rules expectations responds to arrivals & departures of other

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 worldDescribe how the child… Consider how the child…across different settings? Displays curiosity & eagerness for learning Explores their environment Explores & plays with people & objects (toys, books,

etc.) Engages in appropriate play with toys & objects Uses vocabulary either through spoken means, sign

language, or through augmentative communication devices to communicate in an increasingly complex form

Learns new skills & uses these skills in play (e.g., completing a puzzle or building a fort)

Acquires & uses the precursor skills that will allow them to begin to learn reading & mathematics in KN (e.g., pre- writing and counting, sorting, comparing…)

Shows imagination & creativity in play

imitates others & learn to tries new things persists or modifies strategies to achieve a desired

end solves problems & attempt solutions others suggest use the words/skills he has in everyday settings understands & responds to directions/requests displays awareness of the distinction between

things interacts with books, pictures, print demonstrates understanding of familiar scripts in

play

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Pointing to the cabinet for

cereal

Remembering the next picture

in the book.

Washing hands before lunch

BitingPlaying by

himself in the classroom

Playing with making new

sounds

Building a tower of blocks with a

friend

Having trouble sleeping

Sharing a cookie at lunchtime

$100$200

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$200

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$200 $100

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Outcomes Jeopardy

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Essential Knowledge Between them, team members must:

1. Understand age-expected child development.

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

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

4. Understand the content of the three child outcomes.

5. Know how to use the COSF rating scale.

RBI

NaturalisticObservation

Assessment Results

Professional Opinion

Progress

Single Rating for each of the

3 outcomesCOSF

& More

Parent Input

Army Educational and Developmental Intervention Services

7 point scale

Normal Curve Corresponding to

Points on COSF Rating Scale

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Army Educational and Developmental Intervention Services

Age Expected

7. The child is demonstrating age expected (AE) skills

8. 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.

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Decreasing Degree of AE Skills

5. There is a mix of age-expected (AE) and not. Child has more age expected (AE) than immediate foundational (IF) skills.

6. 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).

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No AE Decreasing Degree of IF

3. The child shows many immediate foundational (IF) skills, but no age expected (AE) and few foundational (F) skills.

4. The child shows less immediate foundational (IF) skills and more foundational (F) skills.

5. The child shows only foundational (F) skills.

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Something a bit new…

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Army Educational and Developmental Intervention Services

Bucket List

Test your knowledge

Involving Families Introduction materials shared with families EDIS Tri-fold

Other State Resourceswww.fpg.unc.edu/~eco/pages/states_parents.cfm

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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”

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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!

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.

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Share Table Talk Discoveries

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Integrating Rating into IFSP

IFSP Process

IEP Process

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Child in Early

Intervention Transition

Identification and

ReferralChild

Evaluation and

Assessment

IEP Developmen

tService Delivery

Identification and

ReferralIntake and

Family Assessment

Child Evaluation

and Functional

Assessment

IFSP Developmen

t Service Delivery and

Transition

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?

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Share Table Talk Discoveries

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Ensuring Quality

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