4-HSS 26-040 - Delaware-Early-Childhood-Outcomes-Manual-2023 -Appendix F.pdf

DELAWARE DEPARTMENT OF EDUCATION DELAWARE HEALTH AND SOCIAL SERVICES

OFFICE OF EARLY LEARNING DIVISION OF PUBLIC HEALTH

401 FEDERAL STREET, SUITE 2 BIRTH TO THREE EARLY INTERVENTION PROGRAM

DOVER, DE 19901 410 FEDERAL STREET, SUITE 7

(302) 735-4295 DOVER, DE 19901

(302) 739-2730

Delaware Early Childhood Outcomes Manual

BIRTH TO KINDERGARTEN

March 2023

Table of Contents

Section 1: Introduction

Delaware Early Childhood Outcomes ………………………………………………………………………………………………… 5 Audience Purpose Delaware Early Childhood Outcomes Manual Development Committee

Section 2: Federal Requirements – Why Do We Measure Child Outcomes?

IDEA Overview Parts of the IDEA Oversight of the IDEA State Performance Plan (SPP) Annual Performance Report (APR) Child Outcomes Indicator

Section 3: Delaware Early Childhood Outcomes Process

Introduction ……………………………………………………………………………………………………………………………..………13 The Key Steps in Measuring Child Outcomes Children Included in the Child Outcomes System Part C……………………………………………………………………. ........................................................................... …15 Birth Mandate ……………………………………………………… Part B ………………………………………………………………………………… Policy on Children Who Transfer Within State – Part C ……………………………………………………………… Within State – Part B ………………………………………………………………………… From Out of State – Part C and Part B …………………………………………… Part C Early Intervention to Part B Preschool Special Education Program Timelines for State & Regional Outcomes Measurement Activities Part C Timelines for State & Regional Outcomes Measurement Activities Part B Early Childhood Outcomes Child Outcomes Summary (COS) Process Understanding the 7-Point Rating Scale ………………………………………………… Outcome Ratings Definitions: For Use with the COS Form Age Expected, Immediate Foundational & Foundational Skills Child Outcomes Summary (COS) Process – Instructions Who Completes the Child Outcomes Summary (COS) Process?

What Types of Sources of Information Should the Team Consider?

What is Included in the Supporting Evidence Section of the COS Form?

How do you know if the Child Made Progress (question 1b, 2b, or 3b)?

What Additional Resources Are Available to Assist in Determining the Child’s Rating Scale?

Data Quality Checks

Quality Review of COS Team Discussion ………………………………………… Pattern Checking ……………………………………………………………………………… Part C Timeline for Data Collection on Individual Children Timeline for Assessments ………………………………………………………………… Part C Data Entry on DHSSCares Entering a COSF (done by the assessor) ………………………………………………… Part B Timeline for Data Collection on Individual Children Timeline for Assessments ………………………………………………………… Part B Early Childhood Assessment Data Entry on eSchool Plus

Section 4: Teaming Process

Introduction ………………………………………………………………………………………………………………………………..……35 Individuals Responsible for Reporting Children’s Progress COS as a Multidisciplinary Team Process Parent Members as Critical Team Members

Section 5: Assessment Tools

Introduction Delaware Approved Assessment Tools Part C ……………………………………………………………………………… Tools that may be used with Children with Severe and Profound Disabilities Part B ……………………………………………………………………………………………………………… Delaware’s Policy on Using Other Assessments Part C ………………………………………………………………………………………………………………………… Part B ……………………………………………………………………………………………………………

Section 6: Summarizing & Reporting the COS Data

How the COS Data is used for Reporting OSEP Requirements …..…………………………………………………….. 44 Relationship of COS Ratings to OSEP Progress Categories Hypothetical COS Data for Outcome 2 at Entry and Exit ECO Calculator …………………………………………………………………………………………… Summary Statements …………………………………………………………………………………………… OSEP and Public Reporting ………………………………………………………………………………………………………

Section 1: Introduction

Delaware Early Childhood Outcomes

The State of Delaware is committed to supporting early learning for all young children. The Office of Early Learning (OEL), within the Delaware Department of Education (DOE), was established to support the development of a quality early care and education system. Considerable effort has taken place to bring together the many distinct elements that make a good system.

The Delaware Department of Health and Social Services (DHSS) serves as the lead agency for Delaware’s Birth to Three Early Intervention System (Birth to Three). Under the IDEA, Part C, serving infants, toddlers, and their families, Birth to Three provides overall management and ensures compliance with federal IDEA regulations. Birth to Three-Regional Program-Child Development Watch (Regional Program-CDW), within the DHSS and under the Division of Public Health, provides child find activities and early intervention (EI) supports and services.

The Early Childhood Special Education program, under the IDEA, Part B, Section 619, for children ages three through five, is administered through the OEL within the DOE. Local Education Agencies (LEAs) provide child find activities along with the provision of special education and related services to eligible preschoolers. Both Birth to Three and the Early Childhood Special Education program must collect and report child outcomes data annually to the federal Office of Special Education Programs (OSEP).

Delaware has established an early childhood outcomes accountability system which is explained in this Delaware Early Childhood Outcomes Manual. This process is intended to respond to the federal requirements for reporting child outcomes to OSEP and to enable the State to monitor children’s development to support effective intervention and inform decisions about program improvement for eligible children ages birth through five.

The federal government established a set of outcomes for programs providing EI services to children with Individualized Family Service Plans (IFSP) or Individualized Education Programs (IEP). States are required to collect assessment data and annually report progress on three functional child outcomes to OSEP. The outcomes are measured according to the extent to which children are making or not making progress as a result of receiving Early Intervention or Early Childhood Special Education.

The three measured outcomes are:

1. Children have positive social-emotional skills (including social relationships).

2. Children acquire knowledge and skills (including early language/communication and early literacy).

3. Children take appropriate action to meet their needs.

Curriculum and instruction are important aspects of a quality education system. The Delaware Early Learning Foundations for Preschool, and Infants/Toddlers, were developed as a foundational framework for programs. The Early Learning Foundations are meant to provide a structure and guide for planning learning opportunities that are essential to facilitating children’s development.

Delaware Early Learning Foundations: Preschool https://dieecpd.org/static/uploads/files/elfpreschool9-10.pdf

Delaware Early Learning Foundations: Infants/Toddlers https://dieecpd.org/static/uploads/files/elfinfanttoddler9-10.pdf

Assessment and ongoing monitoring are other important aspects of a quality education system. Assessment serves the purposes of monitoring the effectiveness of instruction, making sure developmental growth is being made and ensuring the outcomes targeted for instruction are being met. Assessment can and should be a positive component of any educational process. Linking assessment and instruction is a critical component of an effective system. Identifying specific outcomes and using assessment and instruction as a basis for determining effectiveness is essential to current educational practice. Bringing together these elements will further support effective EI practices.

Audience

The Delaware Early Childhood Outcomes Manual is intended for professionals who are responsible for collecting and reporting child outcomes for children ages birth through five with IFSPs/IEPs served by DHSS, Regional Program-CDC, and the Local Education Agencies (LEAs). As the outcomes measurement process continues to evolve, the procedures and forms within this manual will be updated.

Purpose

The purpose of the Delaware Early Childhood Outcomes Manual is to assist professionals in developing an understanding of:

• Federal and state requirements for the collection of information on three specific child outcomes.

• Components of Birth to Three’s and the Preschool Program's outcomes measurement processes.

• The three child outcomes and the purpose for measuring child outcomes.

• The importance of looking at a child’s ability to function in the three outcome areas and how the outcome ratings will benefit the child and parent.

• How to summarize a child’s functioning on the three outcomes using the Child Outcomes Summary (COS) process.

• How to report the child outcomes data in DHSSCares.

• How to report the child outcomes data in eSchool Plus for children served by LEAs.

https://dieecpd.org/static/uploads/files/elfpreschool9-10.pdf https://dieecpd.org/static/uploads/files/elfinfanttoddler9-10.pdf

Delaware Early Childhood Outcomes Manual Development Committee

The Delaware Department of Education wishes to thank the committee members who contributed to the development of this manual. Each member of the committee dedicated time and effort to assuring the Delaware outcomes measurement process was a high-quality and comprehensive process which enables young children to be active and successful participants in a variety of settings during their early childhood years and in the future.

Kimberly Brancato Appoquinimink School District Principal Appoquinimink Early Education Center

Cindy Brown Delaware Department of Education Part B 619 Coordinator Office of Early Learning

Audrey Carey Indian River School District Supervisor of Early Learning

Patricia Dallas Red Clay Consolidated School District Itinerant Teacher

Kelsey Fleming Delaware Health and Social Services Specialist Child Development Watch

Anne Kneipp Woodbridge School District Early Childhood Special Education Coordinator

Pamela Nichols Delaware Department of Education Technical Assistant Office of Early Learning

Hope Sanson Delaware Health and Social Services Part C Data Manager Birth to Three Early Intervention

Sarah Scribner Delaware Health and Social Services Specialist Child Development Watch

Nancy Smith Comprehensive Early Care Consultation Technical Assistant Delaware Department of Education Office of Early Learning

Carissa Stevens Smyrna School District Early Childhood Coordinator

Nicole Topper Delaware Health and Social Services Part C Coordinator Birth to Three Early Intervention

Jennifer Vakari Colonial School District Early Childhood Coordinator

Tamara Wales Colonial School District Child Find Coordinator

Jamie Walko J. Walko Educational Services Technical Assistant Delaware Department of Education Office of Early Learning

Jessi Wyatt Delaware Health and Social Services Registered Nurse III, Family Service Coordinator Child Development Watch

Section 2: Federal Requirements Why do we measure child outcomes?

IDEA Overview

The Individuals with Disabilities Education Act (IDEA) is a federal law ensuring services to eligible children with disabilities nationwide. The IDEA governs how states and public agencies provide early intervention, special education, and related services to approximately 7 million eligible infants, toddlers, children, and youth with disabilities.

States receive more than $12 billion in federal IDEA funds each year to support these services.

Parts of the IDEA

Infants and toddlers with disabilities (ages birth to three) and their families receive EI services under Part C of the IDEA. Children and youth (ages 3–21) receive special education and related services under Part B of the IDEA. To learn more about the history and specific parts of the IDEA, go to http://idea.ed.gov.

Oversight of the IDEA

OSEP monitors how Parts C and B of the IDEA are implemented by states. Each state must supervise the implementation of both Parts C and B through monitoring of local EI services programs and LEAs. OSEP oversees these general supervision activities via each state’s progress in a State Performance Plan/Annual Performance Report (SPP/APR) which shows its overall efforts in implementing the IDEA.

State Performance Plan (SPP)

When the IDEA was reauthorized in 2004, the law was amended to require each state to develop an SPP. The SPP helps the State evaluate its efforts in implementing the requirements and purposes of the IDEA and describes how it will improve its implementation over six years. For Parts C and B, the SPP includes b ase l in e d at a , measu rab le and rigorous targets, and improvement activities for indicators such as early childhood transitions, dropout rates, participation and performance on assessments, meeting evaluation and service delivery timelines, and ensuring that complaints and hearings are resolved within the required timelines.

Annual Performance Review (APR)

The IDEA requires each state to report annually to the U.S. Secretary of Education on the progress it has made that year in meeting the measurable and rigorous targets. This is known as the APR. After reviewing each State’s APR and assessing its progress, the Secretary is required to issue an annual determination letter – essentially a report card – documenting the State’s overall progress in meeting the requirements of the IDEA. This determination letter is an important tool for states in their ongoing efforts to improve http://idea.ed.gov/ education for children with disabilities.

Child Outcomes Indicator

Indicator 3 (Part C) and Indicator 7 (Part B) of the SPP/APR focuses on measuring the outcomes of children birth through five with an IFSP/IEP.

Indicator 3 and Indicator 7: Percent of infants/toddlers/preschool children with an IFSP/IEP who demonstrate improved:

• Positive social-emotional skills (including social relationships).

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

• Use of appropriate action to meet their needs.

Both DHSS, Birth to Three, and DOE/OEL serving infants, toddlers, and preschool children with disabilities are required to report data on Indicators 3 and 7, respect ive ly, each year as part of the SPP/APR. OSEP uses each state’s data to determine how well the state’s programs have helped young children and to determine whether or not local school district programs are making a positive difference for young children and their families. Both Parts C and B are required to publicly report on the state’s performance annually.

Complete copies of the Delaware Part C and Part B SPP/APR are available online at

Part C https://www.dhss.delaware.gov/dhss/dph/birthtothree/index.html

Part B https://www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/78/FFY%202017%20Delaware%20APR.pdf https://osep.grads360.org/#report/apr/2017B/publicView?state=DE&ispublic=true https://www.dhss.delaware.gov/dhss/dph/birthtothree/index.html https://www.dhss.delaware.gov/dhss/dph/birthtothree/index.html https://www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/78/FFY%202017%20Delaware%20APR.pdf%20https:/osep.grads360.org/#report/apr/2017B/publicView?state=DE&ispublic=true https://www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/78/FFY%202017%20Delaware%20APR.pdf%20https:/osep.grads360.org/#report/apr/2017B/publicView?state=DE&ispublic=true https://osep.grads360.org/#report/apr/2017B/publicView?state=DE&ispublic=true

Section 3: Delaware Early Childhood Outcomes Process

Introduction

Birth to Three and DOE/OEL utilize the Child Outcomes Summary (COS) process to collect and report child outcomes data to the federal government. The COS process is part of a child's participation in the Part C CDW early intervention program and the LEA’s Part B preschool special education programs and should be integrated into the overall IFSP/IEP process from intake through transition and/or exit. Local programs may find child outcomes measurement more efficient and more effective by integrating the COS data collection and IFSP/IEP development and implementation. For additional information about how these processes can be integrated, see the IFSP and IEP flow charts in the Appendix (Integrating Child and Family Outcomes into the Individualized Family Service Plan (IFSP) Process and Individual Education Planning (IEP) Process) and visit the Early Childhood Outcome Center (ECO) resources available online at:

https://ectacenter.org/googleresults.asp?q=ECO%20Resources

The following is a brief description of the Delaware child outcomes process. Additional information relating to this process is provided throughout this manual.

The Key Steps in Measuring Child Outcomes

1) Introduction to Parents: When a child enters into early intervention/early childhood special education, discuss the Delaware child outcomes process and how this information is used with parents and professionals. The Delaware Early Childhood Outcomes Project Brochure, located in the Appendix, provides general information that will assist in this discussion. Entry into Part C early intervention services or Part B early childhood special education services could occur when a child:

1. is newly identified as eligible for early intervention or early childhood special education.

2. transitions from Part C to Part B.

3. transfers from another program.

4. withdraws, then reenters a program.

2) Administer Approved Tools: As part of the process to gather information needed to determine the child’s outcomes ratings, the team determines and administers the most appropriate approved assessment tool (See Section 5: Assessment Tools). The approved assessment tool will be one of the team’s multiple data sources used to determine the child’s outcomes ratings.

https://ectacenter.org/googleresults.asp?q=ECO%20Resources

3) Discuss Three Areas: As part of the IFSP/IEP process, the team should discuss the three child outcomes areas and identify the COS rating that most accurately represents the child’s current skills and behaviors using information from multiple data sources including the parent, professional observations, the Infant/Toddler Early Learning Foundations, assessment scores and other valuable information from IFSP/IEP team members.

4) Complete Entry COS Form: Data used for the entry COS Form will be based on information collected at the initial eligibility determination. The entry COS Form will be submitted for data entry within 15 business days of the eligibility determination.

Completing the COS process at this time will provide baseline data and a more accurate representation of entry-level skills prior to Part C/B services.

5) Complete Monitoring COS Form: Part C completes an Entry and Exit COS only and is not required to complete this step. Monitoring COS for Part B is now optional. The district will decide if the monitoring COS process will be completed at the end of each school year or annual review for children served in Part B, provided that the child has received services for at least 6 months. The district will also decide what documentation is needed for this COS.

6) Complete the Exit COS Form: If the child’s case is open with Regional Program-CDW (180 days or more from date of eligibility to date of ineligibility), an Exit COS Form must be completed when the child:

a. exits Part C (completion of goals) or Part B services.

b. moves out of the district (Part B) or moves out of state.

c. is deceased.

d. reaches the maximum age for Part C or Part B (5th birthday by August 31st).

7) Enter into the Data System: The COS data should be entered into DHSSCares for Part C and eSchool Plus for the school districts.

8) Data Quality: Birth to Three and DOE/OEL will conduct regular reviews of the data to identify data quality issues. Local programs may be contacted if there are concerns about data submitted. Regional Program-CDW and LEAs should implement strategies for checking their data quality (see strategies provided in the Appendix) to ensure the highest quality data are submitted to the state.

9) Data Use: The state will report the statewide child outcomes data to the federal government through the APR. The state will also report Part C/LEA data to the public on an annual basis. The state and local programs are to use the child outcomes data, along with other program data, for program improvement.

Children Included in the Child Outcomes System Part C

The children participating in the Child Outcomes Process will:

a. be Part C eligible.

b. have an IFSP (even if service coordination is the only service).

c. have a case open with CDW (date of eligibility to ineligibility) for 180 days or more.

If it is less than 180 days from eligibility to ineligibility, no entry COS is needed.

Children who temporarily withdraw from services are included in the system if they return and continue services within 90 days of the date they withdrew.

Birth Mandate

Children under the age of three receiving special education services under Part B with a birth mandate classification of Autism Spectrum Disorder, Hearing Impairment, Deaf-Blind, or Visual Impairment including Blindness are included in the COS process. Children who are birth mandate eligible and whose families elect to discontinue Part C and accept Part B 619 services through an IEP will have an Exit COS completed by Part C when they leave Part C, if applicable. Part B 619 will complete an entry COS upon their entry to Part B 619 programming.

Part B

The children participating in the Child Outcomes Process will:

a. be three to five years of age and have an active IEP.

b. have their COS completed by Part B if under the age of 3 and served through Part B with an IEP.

c. have received six consecutive months of service. There must be at least six months between the first assessment and the conclusion of the second assessment.

Children who temporarily withdraw from services are included in the COS process if they return and continue services within 30 days of the date they withdrew.

The federal government has made a policy decision that children with more than a 30-day break in service need to be considered dropped from the program. Therefore, when this occurs and the child re-enrolls, the COS process must be initiated again.

Summer break for Part B children does not constitute a break in service.

Policy on Children Who Transfer

Within State Part C

Children transferring within the state will have their data transferred to their newly assigned early intervention program.

Within State Part B

The sending district will:

• Complete an Exit COS Form (provided the child has had 6 months of service in that district. Remember, if the child has had less than 6 months of service in that district, no Exit COS is needed).

• Enter the Exit COS data into eSchool and click the Child Exiting Program box.

• Exit the child on the DOE Early Childhood screen.

• Include the paper COS Form in the child’s special education record (Audit file).

The receiving district will:

• Receive COS data electronically in eSchool.

• Within 15 business days of a child’s entry into the new program, review Exit COS data from the previous district and determine if it will be used as their entry COS, or if the child will receive a new COS rating.

o If accepting previous COS, attach a new page 1 of the COS Form to the previous form with updated signatures (pages 2 – 4 are not needed).

o If not accepting the previous COS, complete a new COS Form with supporting evidence indicating the change in ratings and updated signatures within 30 business days of child entry.

▪ Check “Record Review” for the source of information in this instance only.

• A new Test Summary Entry screen must be created in eSchool whether or not the previous ratings are accepted or if documenting new ratings. (Do not add onto the previous school district’s entry screen).

From out of State – Part C and B

When a child transfers from out of state, entry COS procedures should be followed. The COS process must be completed within 15 business days of enrollment in Delaware Part C and Part B/Section 619 programs.

Part C Early Intervention to Part B Preschool Special Education Program

School districts/programs will collaborate with CDW staff during the transition process when a child transitions from early intervention to the early childhood special education program.

The CDW staff may know the child well and will be able to provide information about the child's skills and behaviors across settings and situations.

If the Part C program has completed an Exit COS Form, that data is a good source of information to inform the entry COS for the early childhood special education program.

Timelines for State & Regional Outcomes Measurement

Activities - Part C

Dates Activity Activity Description

July 1 – June 30

COS Data The Birth to Three Early Intervention Program (B23)/Part C must ensure that valid and reliable data are collected regarding child outcomes. These data are collected to be used in the Annual Performance Report (APR) under Indicator 3.

COS liaisons are responsible for data entry of the COS data into the State’s electronic records data system. This is a continuous process.

August 1 – August 14

Process Data (Round 1) B23 will extract an Entry COS report, analyze the data and create a list of infants and toddlers who have missing entry or exit scores.

B23 will provide each CDW COS liaison with their respective lists.

August 15 – August 31

COS Liaisons Review and Revisions (Round 1)

COS liaisons will review the list, make needed revisions, and send those revisions to B23.

September 1 – September 15

B23 Processes data for (Round 2) review

B23 will run another COS report to compare to the Entry COS data. B23 will provide an updated list to each COS liaison of any new infants and toddlers with missing entry and exit data.

September 16 – September 30

COS Liaisons review (Round 2) COS liaisons will review their updated lists, make revisions, and send updates to B23.

October 1 – October 10

B23 final updates B23 will update, review, calculate, and submit data to COS liaisons for final review.

October 11 – October 15

COS Liaison final review COS liaisons will review the final data and send comments to B23.

October 15 – Date of ICC Meeting

Report preparation B23 will prepare an initial APR data report that includes COS data which will be presented at the Interagency Coordinating Council.

February 1 Federal Reporting B23 will submit Indicator 3/COS data in the Annual Performance Report to the U.S. Department of Education’s Office of Special Educations Programs (OSEP).

Timelines for State & Regional Outcomes Measurement

Activities - Part B

Dates Activity Activity Description

July 1 – June 30

COS data entry Part B 619 programs are responsible for data entry of the COS data in the EdInsight portal*. This is a continuous process.

By August 1 LEA data input completed LEAs will have completed all data entry and addressed all warnings and error codes.

February 1 Federal reporting DOE will submit COS data to the U.S. Department of Education’s Office of Special Education Programs (OSEP).

By the end of May

DOE to send LEA determinations to districts

DOE will send each LEA their final APR indicator data which is included with the annual district determination letter.

*See Early Childhood Enrollment and Assessment Reporting for APR Indicator 7 in Appendix.

Early Childhood Outcomes

The Early Childhood Outcomes (ECO) Center, now the Early Childhood Technical Assistance Center (ECTA), was originally funded by OSEP to develop an approach for collecting data on child and parent outcomes for the Part C early intervention and Part B, Section 619, early childhood special education programs of IDEA. The child outcomes that Part C and Part B/Section 619 programs are required to measure were developed through a year-long consensus-building process that involved input from and review by numerous stakeholders including federal, state, and local policymakers and administrators, local providers, parent members of children with disabilities, and researchers.

The ultimate goal of early intervention and early childhood special education is to enable young children to be active and successful participants during their early childhood years and in the future in a variety of settings. The three early childhood outcomes that all programs are required to measure are:

1. Children have positive social-emotional skills.

2. Children acquire and use knowledge and skills.

3. Children take appropriate action to meet their needs.

The three early childhood outcomes were intentionally designed as functional outcomes.

Functional outcomes refer to things that are meaningful to the child in the context of everyday living. Functional outcomes emphasize “how” the child is able to carry out meaningful behaviors in a meaningful context.

Functional outcomes are not single behaviors or the sum of a series of discrete behaviors that a child learns. Functional outcomes refer to an integrated series of behaviors that allow the child to achieve important everyday goals.

Functional outcomes refer to behaviors, often multiple behaviors, that integrate skills across domains. Functional outcomes can also involve multiple domains. Skills are domain-based, separating a child’s development into discrete areas. An example of this would be gross motor skills (involving large muscle movement) and fine motor skills (involving small muscle movement). Other discrete skills are found in the domains of expressive communication, receptive communication, social skills, cognitive skills, and interaction skills.

For example, a functional outcome for a 3-year-old child might be to “play interactively with other children for a period of 30 minutes.” Many discrete, domain-specific skills are required to accomplish this outcome.

More information about functional outcomes and thinking functionally is available in the Appendix.

A module, “So What is This All About” can be found online at:

http://dasyonline.org//olms2/435691

The following excerpt from the ECO Center Paper Parent and Child Outcomes for Early Intervention and Early Childhood Special Education provides a brief explanation of each child outcome area along with examples of the behavior or skills that are part of achieving the outcome.

Note: The bulleted items in each section below are intended to provide examples and not to be used as a checklist.

1. Children have positive social-emotional skills (including social relationships)

As noted in the discussion of the first parent outcome, a caring, warm relationship between a parent and child is the foundation for all subsequent development. From this foundation, the young child begins to develop a positive sense of self and can begin to build more relationships with other parent members and those outside of the parent such as peers.

Making new friends and learning to get along with others is an important accomplishment of the early childhood years. Children develop a sense of who they are by having rich and rewarding experiences interacting with adults and peers. They also learn that different rules and norms apply to different everyday settings and they need to behave accordingly. All http://dasyonline.org/olms2/435691 children need support from adults in learning how to be successful participants in their social world but some children who face challenges in this area need additional or specialized support.

Children who achieve this outcome show a variety of behaviors related to making and maintaining positive social relationships in age-appropriate ways. For example, they:

• Demonstrate attachment with the significant caregivers in their lives.

• Initiate and maintain social interactions with a variety of adults and peers.

• Behave in a way that allows them to participate in a variety of settings and situations (e.g. on the playground, at dinner, at the grocery store, in child care, etc.).

• Demonstrate trust in others.

• Build and maintain relationships with children and adults.

• Regulate their emotions.

• Understand and follow rules.

• Solve social problems.

2. Children acquire & use knowledge & skills (including early language/communication and early literacy)

Over the early childhood period, children display tremendous changes in what they know and what they can do. Everyday life can present children with a wide variety of natural learning opportunities that serve to help children acquire progressively more advanced skills. Parents and other adults support children’s acquisition of knowledge and skills by providing children with safe, nurturing, and stimulating environments in which learning can flourish. Children with disabilities can face a variety of challenges related to acquiring knowledge and skills and may need additional supports to realize their potential. The knowledge and skills acquired in the early childhood years, especially those related to communication, pre-literacy, and pre-numeracy, provide the foundation for success in kindergarten and the early school years.

Children who achieve this outcome show a variety of behaviors related to acquiring and using knowledge and skills across a variety of everyday routines and activities. For example, they:

• Display curiosity & an eagerness for learning.

• Explore their environment.

• Explore and play with people and objects including toys, books, and other materials.

• Engage in daily learning opportunities through manipulating toys and other objects in an appropriate manner.

• Use vocabulary either through spoken means, sign language, or augmentative communication devices to communicate in an increasingly complex form.

3. Children take appropriate action to meet their needs

As children develop, they become increasingly more capable of acting in their world. Babies cry to communicate hunger whereas an older child can ask for something to eat. Children have a variety of needs – eating, sleeping, playing, moving, exploring, and communicating to name but a few.

With the help of supportive adults, young children are better able to address their needs in more sophisticated ways and with increasing independence over the course of the early childhood years. They integrate their developing skills, such as fine motor skills and increasingly complex communication skills, to achieve a goal that is of value to them, such as showing their artwork to an adult and describing what it is, or pointing to a toy and asking for

it. Children with disabilities may use specialized technology or may need assistance from adults to allow them to meet their needs.

Children who take appropriate action to meet their needs show a variety of behaviors related to this outcome. For example, they:

• Use gestures, sounds, words, signs, or other means to communicate wants and needs.

• Meet their self-care needs (feeding, dressing, toileting, etc.). Their ability to meet self- care needs allows them to participate in everyday routines and activities.

• Use objects (for example, forks, sticks, pencils, crayons, clay, scissors, switches, other devices, etc.) as tools in appropriate ways.

Child Outcomes Summary (COS) Process

Understanding the 7-Point Rating Scale

The COS process includes a 7-point rating scale for describing children's functioning compared to age expectations in each of the three outcome areas required by OSEP.

The COS process provides a way for teams to summarize the child's level of functioning using information from many sources including assessment measures and parent and provider reports.

The COS process provides the State with the data to address the OSEP reporting requirements as well as look at the child outcomes data in other ways. Using the COS process does not require that programs collect more data about children’s progress; it is a mechanism to summarize assessment information for federal reporting as well as for accountability, professional development, program planning, and improvement.

The COS process employs a 7-point scale to characterize a child’s current level of functioning in each of the three child outcome areas compared to the skills and behaviors expected at the child’s chronological age. Each point on the scale is defined by the extent to which the child demonstrates age-appropriate or immediate foundational skills. The summary ratings are determined by the child’s team, including the parent, and provide an overall picture of how the child functions in everyday life for each outcome area across a variety of settings and situations.

Two modules provide additional information and instructions on how to complete the COS Form along with information relating to the 7- point rating scale. Included in these documents are Definitions of Outcomes Ratings chart, which are also found in this manual.

Overview of the COS Process is online at:

http://dasyonline.org//olms2/435692

Completing the COS Process is online at:

http://dasyonline.org//olms2/435693

Information about how the 7-point rating translates to the OSEP Progress Categories and summary statements for the APR can be found in Section 6 of this manual and online (The 7-Point Rating Scale) at:

http://dasyonline.org//olms2/COS_Session4 http://dasyonline.org/olms2/435692 http://dasyonline.org/olms2/435693 http://dasyonline.org/olms2/COS_Session4

Outcome Ratings Definitions: For Use with the COS Form

O ve ra ll

A ge

-A p p ro p ri at e

Completely means:

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.

Child’s functioning generally is considered appropriate for his or her age but there are some significant concerns about the child’s functioning in this outcome area. These concerns are substantial enough to suggest monitoring or possible additional support.

Although age-appropriate, the child’s functioning may border on not keeping pace with age expectations.

O ve ra ll

N o t A ge -A p p ro p ri at e

Somewhat means:

Child shows functioning expected for his or her age some of the time and/or in some settings and situations. Child’s functioning is a mix of age-appropriate and not age-appropriate behaviors and skills.

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

Child shows occasional age-appropriate functioning across settings and situations. More functioning is not age-appropriate than age-appropriate.

Nearly means:

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

Child uses immediate foundational skills, most or all of the time, across settings and situations. Immediate foundational skills are the skills upon which to build age-appropriate functioning.

Functioning might be described as like that of a younger child.*

Child occasionally uses immediate foundational skills across settings and situations. More functioning reflects skills that are not immediate foundational than are immediate foundational.

Not yet means:

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.*

*The characterization of functioning like a younger child only will apply to some children receiving special services, such as children with developmental delays. Table provided by ECO 11/8/12

Age-expected, Immediate Foundational, and Foundational Skills

During the COS process, the team selects one of 7 rating points that best represents a child’s functioning in each of the three outcome areas. To determine a rating, the team must be familiar with the child’s functioning in the outcome across a variety of situations and settings. The team needs to think about the many skills and behaviors that allow the child to function in an age–expected way in each outcome area. 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.

The team needs to understand the developmental continuum that leads to age-expected functioning, asking:

1. Are the child’s skills and behaviors what one would expect for a child this age? Does he or she use those skills and behaviors functionally in the way expected for that age?

2. 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?

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)?

An important developmental concept for understanding how to use the COS scale is the concept of foundational skills. Some of the skills and behaviors that develop early serve as the foundation for later skills and behavior, or expressed another way, later skills build on earlier skills in predictable ways. Teachers and interventionists can use the earlier skills to help children move to the next higher level of functioning developmentally. We refer to these earlier skills that serve as the base and are conceptually linked to the later skills, as foundational skills.

For example, children play alongside one another before they interact in play.

Development in the early childhood years proceeds through several levels of foundational skills with skills and behavior becoming more complex and more proficient as children get older. All skills that lead to higher levels of functioning are foundational skills; however, the set of skills and behavior that occur developmentally just prior to age-expected functioning can be described as the immediate foundational skills in that they are the most recent set of foundational skills that children master and move beyond.

A child whose functioning is like that of a younger child is probably showing immediate foundational skills. Her functioning does not meet age expectations, but she demonstrates skills and behaviors that occur developmentally just prior to age-expected functioning and are the basis on which to build age-expected functioning.

A child whose functioning might be described as like that of a MUCH younger child does not meet age expectations, nor does she demonstrate skills and behaviors that immediately precede age-expected functioning. She has foundational skills, but not yet at an immediate foundational level.

It is important to note that some foundational skills get replaced by newer skills whereas others continue in children’s (and adult’s) repertoires throughout life. The nature of interacting with other children changes fundamentally as children get older. On the other hand, skills like making eye contact, turn-taking, and eating with a fork get incorporated into more sophisticated routines but never disappear. To identify whether functioning that continues throughout life constitutes an immediate foundational skill, ask yourself at what age one would first expect to see this functioning and how close is that to the child’s current age. For instance, although 3-year-olds continue to use eye contact effectively, being able to make eye contact is not an immediate foundational skill for a three-year-old because that skill emerges in most children at a much younger age. Additional examples and information can be found in the Appendix and online at:

http://ectacenter.org/eco/assets/pdfs/Immediate_foundational_skills.pdf

Child Outcomes Summary (COS) Process – Instructions

Who Completes the COS Process?

The COS process is a collaborative team approach. Those who see the child in various settings and situations and understand his/her everyday skills and behaviors should be included. The multidisciplinary team includes the parent and a variety of other professionals such as classroom staff, related service staff, child care providers, assessors, family service coordinators, early interventionists, and other individuals who work closely with the child.

The multidisciplinary team is responsible for providing input and completing the COS Form.

What Types of Sources of Information Should the Team Consider?

Many types of information could be considered in selecting a rating. In addition to using one of the state-approved assessment tools listed, information from other data sources may include but is not limited to: parent and clinical observations, curriculum-based assessments, norm-referenced assessments, service provider notes about performance in different situations, classroom observations, the Evaluation Summary Report (Part B/Section http://ectacenter.org/eco/assets/pdfs/Immediate_foundational_skills.pdf

619) and progress and issues identified in the IFSP/IEP present level of educational and functional performance. Any data source that provides the team with information about the child’s everyday functioning across settings and situations may be considered.

What is Included in the Supporting Evidence Section of the COS Form?

The supporting evidence is the rationale that explains the rating and should: correspond to the specific outcome area, cover all appropriate aspects of the outcome, provide examples of the child’s everyday functioning in the outcome area, provide discipline-specific evidence to support the outcome area, and provide an overall picture of how the child functions for the outcome area across settings and situations. The Part C and Part B DE COS Forms include separate boxes for the team to write evidence that includes examples of skills and behaviors that are considered age-appropriate, immediate foundational, and foundational. It is NOT required that teams provide examples in all three boxes for every rating. Whether and how much the team writes in each box is dependent upon the rating itself. For example, if a team selects a rating of “7” one would expect to see evidence of age-expected behaviors only. If a team selects a rating of “2” one would expect to see evidence of foundational skills and one or two immediate foundational skills. More information about the evidence that should be provided according to the COS Form can be found in the Appendix.

Guidance for Documenting the Rating on the Childhood Outcomes Summary (COS) Form with Evidence Organized by Level of Functioning:

http://ectacenter.org/eco/assets/pdfs/EffectiveDocumentationforOutcomeRatings.pdf

How do you know if the child made progress (answering questions 1b, 2b, and 3b on the COS Form)?

The Question reads: Has the child shown ANY new skills or behaviors related to outcomes 1, 2, and 3 since the last outcomes summary?

• The Yes/No progress question on the COS Form should be answered on the Exit COS Form to indicate whether or not a child has made ANY progress while in the program. If the monitoring COS is being used the Yes/No progress question must be answered.

• If a child has shown one new skill or behavior, the team should answer “Yes” to the progress question.

• The Yes/No progress question is independent of the 7-point rating. In other words, a child may not have a change in his/her rating but the team can still report that “Yes” the child has made some progress.

• Remember that when answering the Yes/No progress question, the team is comparing the child’s current skills and behaviors to his/her previous skills and http://ectacenter.org/eco/assets/pdfs/EffectiveDocumentationforOutcomeRatings.pdf behaviors (unlike the 7-point rating scale which is comparing the child’s skills and behaviors to those that are expected for his/her age).

What Additional Resources are Available to Assist the Team in Determining a Child’s Rating?

The ECTA Center has developed a variety of resources to support programs in using the COS process available on their website. A few key resources to highlight are included in the Appendix and can be found below.

Overview of the Outcome Summary Process: includes basic directions for filling out the form, definitions of the outcomes ratings, scoring methods, and frequently asked questions and answers illustrating the ECTA Center's thinking on the use of the Child Outcomes Summary process online at:

http://ectacenter.org/~pdfs/eco/COSF_overview.pdf

Decision Tree for Summary Rating Discussions: created as a tool for training in the use of the COS process. The decision tree is a series of questions about the extent to which a child exhibits age-appropriate skills and behaviors in each outcome area. Responses guide the team to a specific rating category on the 7-point rating scale. The decision tree is available online at:

http://ectacenter.org/eco/assets/pdfs/Decision_Tree.pdf

Child Outcomes Summary (COS) Ratings and Maryland COS Descriptors with Buckets: will assist you in determining the extent to which a child exhibits appropriate skills and behaviors in each outcome area. This document is available online at:

http://olms.cte.jhu.edu//olms2/data/ck/sites/2865/files/MD_COS_Descriptors_BucketList.pdf

Child Outcome Summary (COS) Form Discussion Prompts: developed to assist teams with asking key questions about the child’s everyday skills and behaviors related to each outcome area.

http://ectacenter.org/eco/assets/pdfs/COSFdiscussionprompts.pdf http://ectacenter.org/~pdfs/eco/COSF_overview.pdf http://ectacenter.org/eco/assets/pdfs/Decision_Tree.pdf http://olms.cte.jhu.edu/olms2/data/ck/sites/2865/files/MD_COS_Descriptors_BucketList.pdf http://ectacenter.org/eco/assets/pdfs/COSFdiscussionprompts.pdf

Data Quality Checks

State administrators, LEAs, teachers, providers, and others involved in the outcomes measurement process should be actively helping to ensure the highest quality of data. The ECTA Center has developed some tools to assist professionals in checking the quality of their data.

Quality Review of COS Team Discussion

To assure high-quality team discussions, professionals can reflect on a…