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Early Childhood Outcomes Video Transcript

0:02today we will be talking about the early0:04childhood outcomes and the process of0:06rating the childhood outcome summary forms0:08 the early childhood outcomes or0:11childhood outcome summary forms are the0:14forms to fill out on any student ages0:16three to six receiving special education0:18services in our district these forms are0:21required by the office of special0:23education programs in Washington0:26to aid in determining progress for0:28students receiving services and assess0:31program effectiveness the first time you0:33complete these forms is upon the student’s0:35enrollment to your program the student0:37may have an entry and or exit from a0:40previous program but it's still best0:42practice to complete a new COSF for0:45student entering your program

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0:46While it does not have to be completed at an0:49official meeting the input of all0:51individuals involved in students0:52programming including the family is0:55required and documented the second time0:58you complete these forms is upon either1:00the students exit from your program or1:02as close to the students six birthday as1:04possible if the student’s six birthday1:07falls in the summer you may complete1:09these forms prior to the end of the1:10school year the COSFs are filled out1:13on any child ages 0 to 6 that receives1:16special education services For the 0-31:19population or Part C the forms are1:21completed by soonerstart personnel sooner1:24start will complete separate entry and1:26exit forms to demonstrate progress1:28within their program upon the student1:31enrollment in the school a new entry1:33

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form is completed exception to the rule1:41is that the child has received less than1:43six months of services COSFs are not1:46required for the students receiving less1:48than six months of services due to the1:51short timeframe these students may not1:54have made sufficient progress to1:55increase their number scores for there are many1:58child development of scales choose the one2:00that you like the best2:01just remember the outcomes are rated on2:04typical child development not by2:06comparing one child with the disability2:07to another child with a disability2:09there are three outcome scored they are2:13positive social emotional skills2:15acquisition and use the knowledge skills2:17taking appropriate action to meet needs2:19all three of these outcomes should be2:22scored for every student whether there2:24is a concern in the area or not

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2:26let's start by looking at the different2:28outcome areas on the COSFs it may2:31help you as you go through the2:32presentation to have a student in mind2:34on which you need to complete these forms2:35outcome 1 covers positive social2:39emotional skills2:40this includes social relationships with2:42peers and adults pragmatic skills such2:45as interacting with others appropriate2:47eye contact personal space following2:50rules procedures expressing emotions and2:53attachment issues2:54here's some example questions to help you2:56identify social-emotional skills in2:58various settings they are how does the3:00student interact with teachers parents and3:02other adults how does the student interact with 3:04same age peers in both structured and3:06unstructured settings such as a3:07

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Playground, playgroups, cafeteria and how does3:11the student follow rules related to groups and3:12others how does the student handle transition so3:15going from place to place3:16going from class3:19to recess outcome 2 is related to the3:23acquisition of knowledge and skills3:24these include academic areas as well as3:28early language and communication and3:31more things like thinking and reasoning3:32problem-solving understanding physical3:35and social world3:36it also includes early concepts such as3:39early literacy early numeracy imitation3:42expressive language and communication3:44here are some questions to help you3:46think about academic skills in various3:48settings they are how does the student3:51exhibit that he is able to recall3:52previously learned information or skills3:55how does the student approach situations

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3:56that require a solution3:58how does the student functionally4:00communicate via language how does the student4:02 use alternative means of4:04communication and how does the student4:06use toys & or objects outcome three4:09considers the use of appropriate action4:11to meet individual needs you might4:13consider this outcome to address adaptive4:15or functional skills think about it as4:18can they take care of their basic needs4:19getting from place to place using tools4:22and includes integrated motor skills to4:25complete task self-help skills such as4:27dressing and feeding4:29and acting on the world to get what he4:30or she wants here are some example4:33questions that help us think about4:35taking appropriate action to meet needs in4:37various settings again all three4:40

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outcomes are completed for each child4:42for a child whose only concern is4:43speech-language you must still complete4:45outcome 1 and outcome three even though4:48that area concern lies in Outcome 2 4:50the outcome three deals with basic4:53self-help skills can the child do for4:55himself how to adjust it moved from one4:58place to another4:59how does the student recognize and5:01utilize resources to meet her needs such5:03as kitchen utensils and how does the student display5:06that he is aware of his surroundings and5:07is capable of maintaining a safe5:09environment to understand simple safety5:11rules and regulations the5:14next thing to consider when beginning5:16the COSF process is a child's use of5:18foundational and immediate foundational5:20skills5:21this graphic shows how the process works

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5:25although the number of steps and the5:26length of time for each step will vary5:28from each child or developmental5:30accomplishment foundational skills are5:35those skills needed sequentially or5:36developmentally to get to the next level5:39when performing a task for instance when5:42a child is learning to use a pincher5:43grasp the foundation skill would be5:45whole arm open palm swiping what other5:49foundational skills can you think of5:51think about the building blocks that5:53children learn to develop the subsequent5:55higher level skills and milestones we5:59can measure that serve as indicators of6:00the typically developing neural networks6:03associated with the maturation immediate6:07foundational skills are those skills6:08that immediately precede the desired6:10skill continuing with our pincher grasp6:12

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example the immediate foundational skill6:14would be to grab the desired object with6:16all fingers rather than isolating the6:19thumb and forefinger this is a layout of6:22the outcome page on OK EdPlan for the6:24next few sides reference the numbers6:26indicated by the red oval for example6:28when you get on OK EdPlan you click6:30early childhood outcome summary form6:33these are the first two areas you look6:34at look at the skills that says one6:37not yet these are the6:40numbers you will be using to rate the6:42child6:42the next few slides will cover the6:44rating scale used for the COSF forms6:46the rating scale uses numbers one6:48through seven with one being the lowest6:50and seven being the highest the score6:53rating is based on typical child6:55development rating numbers 1 through 5

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6:57are not considered age appropriate6:59rating 6-7 are considered age-appropriate7:03all three outcomes should be completed7:06even if there's not a concern in that7:08particular area there's also an7:11additional question that must be7:12answered in completing the exit forms7:14and ask whether or not the child has7:17made any progress7:18sometimes the entry number and exit rating7:21may be the same however the student has7:24made progress towards that skill just7:26not enough to move them closer to age7:27appropriate level7:29let's talk about the rating of one you7:31might consider this rating not yet7:33assigning the student a score of one7:36means that they're not yet showing age7:38appropriate behavior in any area of that7:41outcome we might think of the students7:43

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functioning as that of a much younger7:45child here is the early childhood7:48technical assistance centers decision7:50tree with the route to a rating scale of one7:52highlighted on the decision tree7:55the first question to answer is does the7:57child ever function in ways that would7:59be considered age appropriate 8:01with regard to this outcome8:03this is a yes-or-no question if you8:05answer no you will be assigning a 18:08through 3 rating if you answer yes8:12then you move to the 4-7 range but for8:15rating one we would answer no, so the next 8:18yes-or-no question we need to answer is8:20does the child use any immediate8:23foundational skills related to this8:25outcome upon which to build8:26age-appropriate function across settings8:28and situations to which we answer no8:31the next box reinforces our choice by

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8:34stating uses skills that are not yet8:36immediate foundational following this8:38progression we arrived at the rating of8:401 for a rating of 2 the student uses some8:43immediate foundational skills across8:45settings and situations but most8:47activities still do not have the8:49immediate foundational skills present8:52here's our decision tree again with the8:54path to the two rating highlight8:56To the second yes no question we8:58answered yes so that leads us to the9:01next question to what extent is a child9:03using immediate foundational skills9:05across setting situations our choices9:07are occasionally or most or all of the9:09time for rating of 2 we will go with9:13occasional use of immediate foundational9:15skills for a rating of 3 the student is9:19using immediate foundational skills most9:21

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or all the time across settings and9:23situations the student may still be9:25described as functioning like a younger9:27child as he has not yet showing9:29age-appropriate functioning in any9:31situation here is a highlighted track of9:34a three rating the answer to the last9:36question is that the student uses9:38immediate foundational skills most9:40or all the time across settings and9:41situations now we are moving closer to9:45age appropriate skills while the student9:47occasionally shows age appropriate9:49skills there are still more skills that are9:51not age-appropriate here is a breakdown9:54of rating 4 we answered yes to question9:57one but no to question 2 the next10:01question poses to what extent is the10:03child's functioning age-appropriate10:05across settings and situations for a10:08rating of 4 our student would be doing

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10:10this10:10occasionally the next rating is five we10:15score a five when the child shows age expected10:18functioning some of the time and in some10:20settings and situations but not all all10:24It is a mix of age appropriate and not we10:27might think of the student as only10:28slightly younger than their actual age10:30here is our decision tree for 5 rating10:34the difference from the 4 to 5 10:36rating is the student is using a mix of10:39age-appropriate and non age-appropriate10:41behaviors and skills across settings and10:44situations for rating of six that10:48student generally functions at age10:50appropriate levels but there are some10:52significant concerns about the child's10:54functioning in the area these concerns10:56May warrant monitoring or additional10:59supports for a six rating we enter11:02

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yes to our second question and11:05answered yes to a third question which11:07is does11:09anyone have concerns about the child's11:11functioning with regard to the outcome11:13area if anyone on the decision team that11:16means all individuals involved in the11:18child's programming and the family has a11:20concern and the answer is yes11:23this constitutes a rating of 6 for a rating11:28of seven11:29no one has a concern about the student’s 11:30 functioning in this outcome area11:32and the students displays functioning11:35expected for his or her age and all or11:38almost all everyday situations here 11:41Is the highlighted decision tree getting11:43to the seven rating now we11:46have gone about this in a backward11:47manner but I want you to become familiar11:48with this decision tree it has changed a

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11:52little bit since previous years when you11:55and the team are discussing ratings for11:57your student you begin at the top of11:59this chart and proceed down for12:00Each rating to be determined you will not12:03choose a number and work backward this12:06tool is helpful when team members are12:08finding it difficult to come to a number12:10rating determination what questions do you have12:12you have to ask yourself does a12:15child having immediate foundational skills12:18yes or no this will guide you as to12:20which ratings you must consider again12:22one two three or four through seven12:25now that we've looked at the12:27developmental trajectories and the12:29different types of progress that12:31children can make let's talk about how12:33progress is captured in the child12:35Outcomes summary process when the team12:38

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completes the COSF process at exit12:41they will answer two questions about the12:44child for each of the three outcome12:46areas the first question is the rating12:49question to what extent does this child12:52show age-appropriate functioning across12:54settings and situations on this outcome12:56the team answers this question by12:59providing a rating this is the same13:01question addressed at entry the second13:04question is a progress question and this13:07is a new question added to the COSF?13:10Process at exit the progress question is13:13has the child shown any new skills?13:16again it's any new skills or behaviors13:19related to this outcome since the last13:22outcome13:22 summary this question is called the13:25progress question because it tells us13:27whether the child made any progress13:29compared to him or herself since the

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13:31entry rating how to answer the progress13:33question the progress question is a yes13:36or no question that documents whether or13:39not the child has acquired any new skill13:41since the entry rating the question13:44focuses on whether the child has made13:46progress compared to his or her own13:48Previous level of functioning if the13:51team is not already familiar with the13:53kinds of gains the child has made, the team13:55should look at earlier assessment results and13:57progress notes to help answer this13:59question any one new skill in the outcome area14:02counts as a yes again any one new14:06skill in the outcome area counts as a14:09yes14:10so for example at exit if in the two14:13years since the entry rating the team has14:16seen the child begin using even one more14:18new word or gesture to get his needs met14:21

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then the team should answer yes to the14:23progress question for outcome three if14:26the child has not acquired any new skill14:28related to any aspect of the outcomes14:30since the entry rating then the answer14:33to the progress question would be no14:34going back to developmental trajectories14:38the rising blue line on the left graph14:40shows a child who is acquiring new14:42skills and for whom the progress question14:44will be answered yes the purple line on14:50the right shows a child who entered a14:51program at 18 months and gained no14:54skills between 18 and 36 months the14:57answer to the progress question for this14:59child would be no because the child is15:02Has not acquired any new skills in thus outcome15:04area let's talk about two common15:07confusion related to the progress15:09question some teams answer no because15:12they think the child has to show

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15:13progress across the breadth of skills15:15represented in the outcome area teams15:18should answer yes to the progress15:20question even if the child has only acquired15:22a new skill related to one aspect of the15:24outcome the child does not have to show15:26progress across all aspects of the15:29outcome for the answer to the question15:30to be yes15:32similarly, some teams may be confused15:35about how to respond because the child's15:37acquisition of new skills is slower than15:39same-age peers the key point to remember15:42is that the progress question is about?15:44progress compared to self not progress15:47relative to the same age peers a child15:50may even lose ground compared to same-age15:52peers but the teams should still answer yes15:54if the child demonstrated any new skill so15:59what happens during the exit early?16:01

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childhood outcome summary process the16:03process used for the exit child outcomes16:05summary is nearly the same as what16:07Happens at entry again current16:10information will be gathered about the16:12child's functioning across settings and16:13situations the child's team will meet to16:16review the information and discuss how16:18the child's functioning compares to that16:20of Age expected functioning the team16:23will determine which of the ratings on the16:247-point scale best described the16:26child's functioning and the rationale16:28for the rating will be documented in16:30addition the team will enter the16:32progress question for each of the16:33outcome areas in determining the exit16:36ratings the team should not go back and16:39look at the entry ratings each rating16:41should reflect the child's current16:42functioning if the team members look at

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16:45the entry ratings they might16:47unintentionally take the information16:48into account in their decision-making16:50the entry rings are not relevant pieces16:53of information to the exit child outcome16:55summary discussion and may bias the teams16:58determination of the exit ratings so a lot17:01of questions I get is what if; what if17:04the team members who participated in the17:06exit child outcome summary process is17:09different from those participated at17:10entry this is ok as the team includes17:14individuals who know the child well and are17:17 properly trained in the child outcomes17:19Summary process, accurate ratings can be17:21determined for the child regardless of17:23whether or not the same team members17:24have changed17:25what if a family has left the program?17:28without notice if a family has left without17:31

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the exit child outcome summary process17:34being completed the exit ratings still17:36need to be determined first attempts should be17:39made to locate the family according to17:42your programs policies17:43if the family could not be found then17:46the team should complete the process without17:47The family based on the most recent17:49information available about the child's17:51functioning when reviewing COSF data17:53on children between entry and exit17:56program staff sometimes wonder how a17:58child can have the same rating at two18:00time points and also have received a yes for the18:03 progress question at the second18:05time point remember that the rating is18:08based on a comparison with age18:10expectations more skills are expected at18:13older ages a rating of four at entry18:16is not the same as a rating of 4 at?18:18exit the number of skills needed for 4

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18:21has increased because the child is older18:24if the time points are more than six18:27months apart the child has to have18:28acquire new skills to keep the same18:30rating depending on the amount of time18:33between the two ratings it is even18:34possible for the child to have a lower18:36rating at exit and still have acquired18:38new skills so the correct answer to the18:41progress question could be yes even if18:43the rating has gone down there are two18:46types of growth growth compared to what18:48is aged expected and if child made18:51any progress but did not move in the18:53rating skill this is still considered18:55growth remember to document all of this18:57information on the child's IEP or IFSP19:00the next slides discuss the progress19:03categories outlined by OSEP there are19:06five progress categories based on the19:09

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entry and exit scores for each child19:11progress category a is for those19:14students whose functioning did not19:15improve there are two reasons that will19:18yield an A category one if the child19:22regressed therefore scoring lower upon19:24exit and entry or the student received a19:27number of one rating at entry and exit19:30and did not get any new skills between19:32entry and exit this is rare progress19:36category b is assigned to those students19:38who improve the functioning but were19:40rated a five or lower entry and exit19:43this may be because the student had a19:45slow but steady rate of growth during their19:48service time and their skills did not19:50improve enough to move nearer to same age19:52peers referencing the previous slide19:55category B19:56would be assigned if the student had a19:58rating of one at entry and exit but made

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20:01some progress during the service time20:02category C if for those students who made progress,20:06were rated higher exit and entry but20:09were still below the number rating of20:11five at exit these students acquire new20:14skills at a good rate but still are20:16unable to make age expectations category20:19D students were rated a five or lower20:22at entry but made enough progress we20:25rated at six or seven at exit category20:28Category E students were rated at 6 or 7 at20:31both entry and exit this means they were20:33function at or near age expectation20:36that entry and exit you may wonder why20:38Are these students receiving special20:40education services if there were at or20:43near age expectations20:44remember we are rating the student’s in20:46three outcome areas social-emotional20:49acquisition of knowledge and skills and20:51

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use of appropriate behaviors to meet20:53needs the student may be at or near age20:56expectations in one outcome area and20:58lower in another again rating a six or21:00seven is very rare and you must consider21:03why this child being served in special21:05education in the first place21:07the progress categories are outlined by21:09OSEP are not ordinal this means21:11category a is not better or worse than21:13category D OSEP realizes and expects21:17there to be some students in each21:18category that is why the student is21:20receiving special education services21:22when we need to be concerned is when the21:25percentage is consistently higher than21:27the national average21:28here's an example of a class for outcome21:312 use of knowledge and skills look at21:35their names from maria to Landon their21:38entry score and their exit score

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21:41remember21:44We are scoring social-emotional acquisition of21:48knowledge and taking appropriate action21:51to meet needs on the right side you'll21:55see the OSEP category assigned to21:56the student based on entry and exit21:58ratings entry 2a is the number rating22:01the student received up their entry to22:03the program and outcome area 2 exit 2a22:06is the number rating they got upon exit22:09the program or when they aged out of the22:11program exit 2b is the question ask for22:15each outcome has a child shown any new22:17skills or behaviors related to the area of22:19blank whatever the outcome is measuring22:22in this example using knowledge and22:24skills the last column gives the OSEP22:27category that will be assigned based on22:29the information so using the example22:32graph let's look at each progress22:34

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category22:35angela is in category a for outcome 222:39because she was rated a 1 at both22:42entry and exit and did not make any22:44progress toward the goal here are two22:47examples of category B both boys were22:50rated the same at entry and exit but22:52lower than five but made progress toward22:55their goal22:56this is an example of category b here is22:59another example of category B this one23:02is a little tricky upon entry possibly23:05when Landon was three years old he was rated a 523:07At exit, landon is six years old since23:11we're comparing the same age peers his23:12Score is lower than entry because he has23:15not made sufficient progress to move in23:17the closer to age expectations the23:20answer to the progress question is yes it23:22does put them in category b here we see23:25three different examples of how to get

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23:27to see category C these students made23:29progress were rated higher at entry23:32 but it is still below five23:34brittany falls into category D because23:38she was functioning more than age23:39expectation at entry but made good23:42progress enough to bring her up to age23:44expectations at exit these two23:47students are in category E they were23:50functioning at or near age expectation23:52that entry and exit here is a breakdown23:56of the percentages for each category23:57based on an example class remember that24:03this chart only shows data for outcome24:05 now we'll take a look at our website24:11and navigate through the early child24:13outcomes materials presentations and24:15modules as well as where to find all the24:17decision trees for you to print out and24:20provide to teachers24:22

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navigate our website go to sde.ok.gov24:26on here you'll find sections from24:28curriculum to special education we will24:31look at special education specifically24:32to look at early childhood outcomes24:34materials on the SD website you'll see a24:38blue banner you click services scroll24:43down and click special education there24:47you'll find a special education page you24:51can find information about ok edplan24:53manuals and training for our purposes24:56we're going to click school-aged24:57children we will scroll down and there are25:05two ways you can do this will go through25:06the first way you'll click early25:08childhood on the early childhood page25:15with the information about what is25:18developmental delay key eligibility25:21indicators and component of a25:22comprehensive evaluation at the top25:25you'll see provider’s parents and parent

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25:28education program for our purposes25:31you'll click providers when you scroll25:37down you'll see childhood outcome summary25:40forms and you'll also see all of these25:43resources for you to use decision tree25:46for early childhood program codes25:47decision tree for summer rating25:49discussions the early childhood25:51Technical Assistance Center program25:53codes parents as teacher’s professional25:56development training and also a quality25:59process checklist and descriptions this26:00gives examples and as well as video26:03clips and pop quizzes to test your26:06teammates on whether or not they're26:08fully aware of what a 1 through 7 rating26:11scale actually means for our purposes26:14you'll click professional development26:15materials and training here26:19this will take you to the26:20

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professional development directory for the26:23special education programs on the right26:27you'll see a banner content page you26:30will click early childhood here you'll26:34find early childhood outcomes materials26:36module and the powerpoint we just went26:39over you will also see program code 26:41early childhood environment26:43and there you'll find materials module26:46and again another PowerPoint will go26:48over later on the summer if you have a hard26:53time finding that I’ll show you a26:56different way to get onto this page26:57again at the very home page you'll see27:01these banners about and27:03services click services and then click27:06special education scroll down27:11and click school-age let's go down and27:18click professional development again27:22with the same page where you'll see the27:25content page for early childhood you

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27:27click early childhood and it will take27:29you directly to the outcomes and the27:32program codes if you have any questions27:35please contact me at 405-522-4513 or27:40email me at [email protected]:43

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