Pacific TA Meeting: Quality Practices in Early Intervention and Preschool Programs
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Transcript of 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
$100
$300
$200
$300
$200 $100
$300
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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