Early Childhood Outcomes Enters and Exits

First Resource to refer to www.kskits.org

ENTER Requirements: All students ENTERing our EC services MUST have an Early Childhood Outcomes Summary Form completed within 30 calendar days of eligibility completed at the IEP and turned in with the IEP . Information for ECO is based on many sources, but one MUST be the Curriculum Based Measurement. Information reflects functioning of child across all environments therefore parents are a vital piece of information.

EXIT Requirements: Complete an ECO EXIT when student enters Kindergarten or exits services (moves or no longer qualifies) or before child turns 6 while in preschool. Use a 2nd ECO form for EXIT data, Part (b) to show GROWTH. Submit to MIS immediately. Complete and turn in with Kindergarten Transition meeting notes. This should be completed as a team, including parents. Information must be updated with new dates.

Confused on some requirements? For an initial data collection, if student is only going to be in EC services for LESS than 6 months, you do NOT need to do an ECO. (Initial eligibility in March, April or May before going to Kindergarten.) If a student moves in from another district or state, you must complete an ECO Enter within 30 calendar days. First and last date of service is the actual first and last day of service. Ex: If eligibility is determined on May 15 but services don’t begin until August 19, initiation of service is August 19. Last day includes ESY services.

SLPs and Rating Questions Q: Would it be possible to rate a child with severe articulation delay a 6 or 7 in all areas? A: for children with only one area of concern, the team may decide they have enough information to adequately rate the child a 6 or 7 in all three outcomes on the basis of record review, interview, observation, tests, and screening information. However not every child with speech-language concerns would be rated a 6 or 7 in all three outcomes. Decisions about ratings are based on data. Q: Is it possible that a child would be rated 6 or 7 and still be receiving speech services? A: Yes because decisions about ratings made on child outcomes are different than decisions about eligibility determination for special education services. Q: What is the purpose of exempting children with only one area of concern who could be rated a 6 or 7 in all three areas, from being tested using one of the approved CBAs? A: Children with minimal speech needs usually receive minimal speech services and may require less information about their functioning within an early childhood curriculum to rate them on the COSF. It is not a requirement to use one of the approved CBAs for speech-only students that were rated a 6 or 7 in all three outcomes. The entire CBA tool needs to be administered if a speech-only student can not be given a rating of a 6 or 7 in all three outcomes. However, who administers the various pieces of the tool is a team decision. If student ranks a 7 in all areas on the entry questions, mark “7” and evidence of : observation, age appropriate growth, no concerns

MIS Data is for Federal reporting and Indicator 7 compliance Needs from Amber and Wendy Questions for MIS?

Tri-County created forms to support your rating AEPS The Carolina Curriculum