Early Childhood Counts! Implications of State Performance Plan Indicator #7 (Module 1)

Early Childhood Counts!Early Childhood Counts!Implications of State Performance Plan Indicator

#7

(Module 1)

State Performance PlanIndicator 7

Indicator 7 of the State Performance Plan measures the percent of preschool children with IEP’s who demonstrate improved: (1) Positive social-emotional skills; (2) Acquisition and use of knowledge and skills; and (3) Use of appropriate behaviors to meet their needs.

In response to the request of the Texas Educational Agency Region 10 ESC Preschool Program in collaboration with Region 4 ESC consultants developed the State Performance Plan Indicator 7 Early Childhood Counts training module. This training module is the product of the group’s collaborative efforts.

Copyright (c) Texas Education Agency, 2008. These materials are copyrighted (c) and trademarked (tm) as the property of the Texas Education Agency and may not be reproduced without the express written permission of the Texas Education Agency, except under the following conditions: 1) Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts' and schools' educational use without obtaining permission from the Texas Education Agency;2) Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only without obtaining written permission of the Texas Education Agency;3) Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way;4) No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged.Private entities or persons located in Texas that are not Texas public school districts or Texas charter schools or any entity, whether public or private, educational or non-educational, located outside the state of Texas MUST obtain written approval from the Texas Education Agency and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty fee.

Material Adapted fromEarly Childhood Outcomes Center

Material Adapted fromEarly Childhood Outcomes Center

Funding provided by Office of Special Education Programs

U. S. Department of Education

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ECO CenterECO Center

Early Childhood Outcomes Centerhttp://www.fpg.unc.edu/~eco/index.cfm

Valuable resources

Updated frequently

http://www.fpg.unc.edu/~eco/index.cfm

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Indicator 7Indicator 7

TEA Local Educational Agency (LEA) Data CollectionBookmark this page

Exit & Entry DefinitionsFAQCOSF- online fillable form on esc14.net

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Data Collection is NeededData Collection is Needed

To improve programs at the local, state, and federal levels

To document program effectiveness

To improve programs Identify strengths and weaknesses Allocate resources

To better serve children and families

POSSIBLE FUTURE FUNDING

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OSEP Reporting CategoriesOSEP Reporting Categories

Percentage of children who: a. Did not improve functioning

b. Improved functioning, but not sufficient to move nearer to functioning comparable to same-aged peers

c. Improved functioning to a level nearer to same-aged peers but did not reach it

d. Improved functioning to reach a level comparable to same-aged peers

e. Maintained functioning at a level comparable to same-aged peers

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Early Childhood OutcomesEarly Childhood Outcomes

ARE Functional Meaningful Contextual Behaviors

across domains

ARE NOT Discrete skills Restricted to

one domain Isolated

behaviors

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Isolated vs. Functional SkillsIsolated vs. Functional Skills

Isolated skill Knows how to

imitate a gesture when prompted by others

Uses finger in pointing motion

Uses 2-word utterances

Functional skill

Watches what a peer says or does and incorporates it into his/her own play

Points to indicate needs or wants

Engages in back and forth verbal exchanges with caregivers using

2-word utterances

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Children Have Positive Social Relationships


OUTCOME 1 Involves: Relating with adults Relating with other children For older children, following rules

related to groups or interacting with others

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OUTCOME 1 Includes areas such as: Attachment/separation/autonomy Expressing emotions and feelings Learning rules and expectations Social interactions and play

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Children Acquire Knowledge and Skills


OUTCOME 2 Involves: Thinking Reasoning Remembering Problem solving Using symbols and language Understanding physical and social

worlds

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OUTCOME 2 Includes: Early concepts such as symbols,

pictures, numbers, classification, spatial relationships

Imitation Expressive language and

communication Early literacy Object permanence

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Children Take Appropriate Action to Meet Their Needs


OUTCOME 3 Involves: Taking care of basic needs Getting from place to place Using tools (e.g., fork, toothbrush, crayon) In older children, contributing to their

own health and safety

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OUTCOME 3 Includes: Integrating motor skills to

complete tasks Using self-help skills (e.g.,

dressing, feeding, grooming, toileting, household responsibility)

Acting on the world to get what one wants

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All Three Outcomes Reflect Global Functioning

All Three Outcomes Reflect Global Functioning

Each outcome is a snapshot of: The whole child The status of the child’s current

functioning across settings and situations

Rather than: Skill by skill In one standardized way Split by domains

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TEA Entry DefinitionTEA Entry Definition

New student

Entry Data Collected on COSF Form

Assessments must be conducted and results recorded on the COSF after a student, age 3, 4, or 5, has been found eligible and placed in Special Education.

Completed within thirty school days

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Transfer within district

For a transfer student who has existing entry data and moves between campuses in the same district, “new” entry data are not required to be reported on the student by the receiving campus.

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Transfer student from another district

Entry Data Collected on COSF Form Assessments must be conducted and

results recorded on the COSF after a student, age 3, 4, or 5, has transferred into Special Education from another district.

Completed within thirty school days

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For a student with an auditory and/or visual impairment enrolled in a school receiving special education services prior to age 3:

Upon the child’s enrollment in a PPCD program at age 3, a team will complete the Child Outcomes Summary Form (COSF) within 30 school days using information that reflects the current level of functioning of the child. The entry date used on the COSF will be the first day the child attends the Preschool Programs for Children with Disabilities (PPCD).

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TEA Exit DefinitionTEA Exit Definition

Exit Data is collected on COSF Form for a student with

entry data

in the program at least 6 months

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Assessments must be conducted and results recorded on the COSF not earlier than 30 school days before a student, age 3, 4, or 5, has:

Been dismissed from special education by the ARD committee

If a 5 year old turns 6 after September 1 of the current school year and the ARDC has determined the student will continue receiving special education services, then the assessment must be conducted and results recorded on the COSF not earlier than 30 school days (not calendar days) before the student exits the program, which may be at the end of the school year.

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Assessments must be conducted and results recorded on the COSF not earlier than 30 school days before a student, age 3, 4, or 5, has:

If a 5 year old turns 6 after the end of the school year, but before September 1 of the subsequent school year, then assessments are conducted and summarized, progress data on the three outcomes are recorded on the COSF and entered into the online application during the last 30 school days (not calendar days) of the regular school year.

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Exit Data Not ReportedExit Data Not Reported

Exit data are not reported for students with entry data who:

left district prior to 6 months in the program were in the program at least 6 months and

withdrew

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Child Outcomes Summary Form (COSF)


Cover page + three outcome pages

On each outcome page: Two questions per outcome Space to document the basis for

the rating

One COSF for Entry data & One COSF for Exit data

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It is not an assessment tool.

It uses information from assessment tools and observations to get a global sense of how the child is doing at one point in time.

No assessment instrument assesses the three outcomes directly.

Different programs use different assessment instruments so outcome data needs to be aggregated across programs.

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Child Outcomes Summary Form

Child Outcomes Summary Form

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Seven point rating scale

Rating is based on the child’s functioning What the child does across settings and

situations and How the child is compared with what is

expected given his/her age

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Important Points to Remember


Assumption: Children can be described with regard to how close they are to age-expected functioning for each of the three outcomes.

By definition, most children in the general population demonstrate each outcome in an age-expected way.

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Definitions Definitions

Age Appropriate

Immediate Foundational

Foundational

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Age AppropriateAge Appropriate

Skills and behaviors that are typical of same age peers

-Example: A four year old interacts with preferred playmates while a three-year-old may choose to play alone.

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Definitions DefinitionsImmediate Foundational SkillsImmediate Foundational Skills

Skills that precede the age appropriate functioning

-Example: Children cruise holding onto furniture before they walk alone.

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Foundational SkillsFoundational Skills

Prerequisite skills for higher levels of functioning

-Example: Using a spoon requires the prerequisite skill of hand strength and grasp.

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The Two COSF QuestionsThe Two COSF Questions

a. To what extent does this child show age-appropriate functioning, across a variety of settings and situations, on this outcome? (Rating: 1-7)

b.Has the child shown any new skills or behaviors related to [this outcome] since the last outcomes summary? (Yes or No)

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Over time, some children will move further away from age-expected functioning (skills at older ages are more demanding).

By providing services and supports, programs are trying to move children closer to age-expected functioning.

Some children will never achieve age-expected functioning skills.

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When is the COSF completed?When is the COSF completed?

Not during initial evaluation

CAN BE during an ARD/IEP meeting

Not during a parent conference

Within 30 school days of initiation of services

Not earlier than 30 school days prior to exit

Each child will have 2 COSFs on file if they EXIT your program

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Assessment is Key to SuccessAssessment is Key to Success

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What Is Assessment?What Is Assessment?

“Assessment is a generic term that refers to the process of gathering information for decision-making.”

McLean, Wolery, and Bailey (2004) p.13

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What Is Assessment?What Is Assessment?

“Early childhood assessment is a flexible, collaborative decision-making process in which teams of parents and professionals repeatedly revise their judgments and reach consensus...”

Bagnato, S. J., & Neisworth, J. T. (1991). as quoted in DEC Recommended Practices, 2005, p.46

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What Is Assessment?What Is Assessment?DEC Recommended Practices for Assessment

DEC Recommended Practices for Assessment

Involve multiple sources family members school personnel service providers caregiver

Involve multiple measures observations criterion- or

curriculum-based instruments

interviews norm-referenced

scales informed clinical

opinion work samples

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Assessment InstrumentsAssessment Instruments

Good News

Assessment tools inform us about children’s functioning in each of the three outcome areas.

Bad News

There is no assessment tool that assesses the three outcomes directly.

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Assessment Tool LensAssessment Tool Lens

Tools have unique perspective.

Many are organized around domains.

There are variations between the content in domains.

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Currently AvailableAssessment Tools


Each assessment tool sees children through its own lens.

Each lens is slightly different.

There is no right or wrong lens.

Key question: How much and what information will a

given tool provide about the attainment of the three child outcomes?

Assessment Tool LensAssessment Tool Lens

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CrosswalksCrosswalks

The ECO Center has “crosswalked” assessment tools to the outcomes.

Crosswalks show which sections of assessment tools are related to each outcome.

Having many items does not necessarily mean the assessment captures functioning across settings.

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Crosswalk Crosswalk

The High/Scope Preschool Child Observation Record (2003): Crosswalk to Child Outcomes

Outcome 1:

Positive social relationships

Outcome 2:

Knowledge and skills

Outcome 3: Action to meet needs

I. Initiative C. Initiating play [social context of play] II. Social Relations E. Relating to adults F. Relating to other children G. Resolving interpersonal conflict H. Understanding and expressing feelings V. Language & Literacy Q. Listening to and understanding speech

III. Creative Representation I. Making and building models J. Drawing and painting pictures K. Pretending V. Language & Literacy R. Using vocabulary S. Using complex patterns of speech T. Showing awareness of sounds in words U. Demonstrating knowledge about books V. Using letter names and sounds W. Reading X. Writing VI. Mathematics & Science Y. Sorting objects Z. Identifying patterns AA. Comparing properties BB. Counting CC. Identifying position and direction DD. Identifying sequence, change, and

causality EE. Identifying materials and properties FF. Identifying natural and living things

I. Initiative A. Making choices and plans B. Solving problems with materials D. Taking care of personal needs

Note: Areas that are not precursor to or components of any of the three outcomes, and therefore not included in the crosswalk, were: IV. Movement & Music:

L. Moving in various ways M. Moving with objects N. Feeling and expressing steady beat O. Moving to music P. Singing

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Making Use of Assessment Tool Information

Making Use of Assessment Tool Information

Formal Assessment Useful as starting point Apply in context of three outcomes

Informal Assessment Information gathered can be different Team carefully considers ALL

information

It takes a team!It takes a team!

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Data CollectionData Collection

Team approach

Ongoing monitoring

Parent input

Observations

Informal assessments

Formal assessments

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Essential Knowledge for Completing the COSF

Essential Knowledge for Completing the COSF

Team members must: Understand age-expected child development

Understand the content of the three child outcomes

Understand functional skills vs. isolated skills

Know how to use the rating scale

Seven-Point Rating ScaleSeven-Point Rating Scale

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Summary Ratings (1-7)Summary Ratings (1-7)

Provide an overall sense of the child’s current functioning in three areas

Reduce rich information from assessment and observation into ratings to allow a summary of progress across children

Do not provide information for planning for the individual child

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7 – Completely7 – Completely

The child shows behaviors and skills expected in all or almost all everyday situations that are part of the child’s life.

Home, store, park, child care, with strangers, etc

The child’s functioning is considered appropriate for his/her age.

No one has significant concerns about the child’s functioning in this outcome area.

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6 – Between Completely and Somewhat




The 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.

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5 – Somewhat5 – Somewhat

The child shows functioning expected for his/her age some of the time and/or in some situations.

The child’s functioning is a mix of age-appropriate and not appropriate functioning.

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

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4 – Between a 5 and a 34 – Between a 5 and a 3

Child shows some age-appropriate functioning some of the time or in some situations or settings, but most of the child’s functioning would be described as not yet age appropriate.

The child’s functioning might be described as like that of a younger child.

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3 – Emerging 3 – Emerging

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

The child’s behaviors and skills include immediate foundational skills on which to build age-appropriate functioning.

The child’s functioning might be described as like that of a younger child.

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2 – Between 3 and 12 – Between 3 and 1


The child’s behaviors and skills do have some immediate foundational skills on which to build age-appropriate functioning but these are not displayed very often.

The child’s functioning might be described as like that of a younger or even much younger child.

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1 – Not Yet1 – Not Yet


The child’s skills and behaviors also do not yet include any immediate foundational skills on which to build age-appropriate functioning.

The child’s functioning might be described as like that of a much younger child.

Children with 1 ratings still have skills, just not yet at an immediate foundational level.

Where to Focus in Deciding the RatingWhere to Focus in Deciding the Rating

Focus on the child’s overall functioning across settings and situations.

Functioning that is displayed rarely and/or when the child is provided with a lot of unusual support or prompts is of little significance for the rating.

MUST USE MULTIPLE SOURCES!!!!67

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Remember ThisRemember This

Flexibility is required in applying assessment tool results to the outcomes.

Teams need to decide what information from an assessment tool is relevant for this child.

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Special ConsiderationsSpecial Considerations

Children with age-appropriate functioning related to that outcome

Children who have only articulation problems

Children with rating of 7 in all outcome areas

Children using assistive technology

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Special ConsiderationsSpecial ConsiderationsAlways Provide Ratings for All Three Outcomes

Always Provide Ratings for All Three Outcomes

Ratings on all three outcomes should be reported for every child enrolled.

Ratings are needed in all areas even if No one has concerns about a child’s

development A child has delays in one or two outcome

areas, but not in all three outcome areas

Children Who Have Only Speech Articulation Problems

Children Who Have Only Speech Articulation Problems

Articulation difficulties may affect the child’s functioning with regard to each of the three outcomes.

Examples: Will anyone play with him/her? Can others understand him/her on the

playground? How does he/she convey critical needs

(e.g., safety needs)?

Discussion could yield ratings of 5, 6, 7 in any of the three areas.

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Assistive Technology and Accommodations

Assistive Technology and Accommodations

Ratings should reflect the child’s level of functioning using whatever assistive technology or special accommodations are present in the child’s day-to-day settings.

ECO Center

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Supporting EvidenceSupporting Evidence

Documentation provides Rationale for the rating decision

Sources of information

• School personnel

• Mother/father, family member

• Evaluation information

• Curriculum/observation assessment data

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Supporting EvidenceSupporting Evidence

On the COSF form, document

-Evidence that supports Age-appropriate functioning

Immediate foundational skills

Foundational skills

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Supporting Evidence for Answersto Questions 1a, 2a, 3a


Family Report

3 x during Aug 2007

•(AA) long periods of cooperative play with mom•(AA) notices and labels feelings of others, e.g. when brother was crying, said “Aiden sad”•(AA) relates to adults in immediate social network, notices when they are absent, and greets upon return with big hug at the door•(F) doesn’t try to play with other children•(F) when frustrated throws a tantrum (Not yet able to self regulate tantrums, not using signal or symbol system for communicating frustration

Creative Curriculum

Observed 8/1-25/07

Social/Emotional Section had mix of age appropriate (AA) and immediate foundational (IF) skills, e.g.•(AA) adjusts to new situations; shows appropriate trust in adults, respects and cares for classroom environment and materials, participates in classroom routines with nonverbal prompts•(IF) cries to express feelings, not yet label own feelings; follows simple rules with physical help and picture cues; plays beside other children but not much interaction with peers, answers questions with yes/no response or short words to maintain interactions.•(F) Some participation in conversations – initiating communication through eye contact, smiling, waving, saying “hi” with familiar adults and responds to other children in a limited verbal way, but rarely initiates those contacts.

Observation 8/15/07 and 8/23/07

•(AA) separated from mom without a problem•(AA)noticed when the teacher left the room and was pleased to see her when she returned•(AA) responds to prompts such as music or seeing the circle time materials in place by sitting down in her spot for circle time•(IF) maintains brief interaction play when peers initiate, e.g. played in kitchen area, pretended to eat, used imitation or brief word, but not sustained play with peer•(*F) mostly played alone, chose to sit near other children but did not invite them to play

Age 40 months

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Family Report

3 x during Aug 2007


Creative Curriculum

Observed 8/1-25/07





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Family Report

3 x during Aug 2007


Creative Curriculum

Observed 8/1-25/07




Age 40 months

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Family Report

3 x during Aug 2007


Creative Curriculum

Observed 8/1-25/07





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Family Report

3 x during Aug 2007


Creative Curriculum

Observed 8/1-25/07




Age 40 months

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Family Report

3 x during Aug 2007


Creative Curriculum

Observed 8/1-25/07





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Assistive Technology and AccommodationsAssistive Technology and AccommodationsIncluding Parents in the

COSF ProcessIncluding Parents in the

COSF Process

Parent input is critical. Family members see the child in situations

that professionals do not. Family members provide information about

what the child does at home.

Sources of parent information Referral information Parent conferences Checklists

Explaining the Rating to ParentsExplaining the Rating to Parents

Develop district procedures to inform parents about the COSF process by school personnel

Explain that the ratings are a measure of program effectiveness

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Data CollectionData CollectionMinimizing the Likelihood of Reaching an Impasse

Minimizing the Likelihood of Reaching an Impasse

Focus most of the discussion on the child’s skills

Focus on concrete descriptions and explore how these support a rating

Discuss what skills and behaviors are seen in a typically developing child

Select a rating number after the discussion

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Plan for Handling Disagreements

Plan for Handling Disagreements

Have a plan

Use problem solving techniques

Possible options Majority rules Supervisor decides No rating is given

Review training on COSF

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Implications for DistrictsImplications for Districts

Personnel providing services to preschool children with an IEP will need training.

Parents will need to be informed of process.

Ratings need to be consistent.

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Comments or Questions?Comments or Questions?

Early Childhood Counts! Implications of State Performance Plan Indicator #7 (Module 1)

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