1. Pacific TA Meeting: Quality Practices in Early Intervention and Preschool Programs

2. Slides & content revised with permission from ECO 2

3.  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.

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7. 7 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.

8. Considering 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) 8

9. MEISR-COSF Tool Colorado  www.fpg.unc.edu/~eco/assets/pdfs/Outcome1LarimerCo untyAgeAnchoringTool.pdf Virginia  www.infantva.org/ovw- DeterminationDevelopmentOSEP.htm More Resources At ECO:  http://www.fpg.unc.edu/~eco/pages/states_cosf_material s.cfm 9

10. 30 Month old child 10

11. 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) 11

12. 12 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.

13. 13 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 world Describe 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

14. 14 Pointing to the cabinet for cereal Remembering the next picture in the book. Washing hands before lunch Biting Playing 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

15. 15 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.

16. RBI Naturalistic Observation Assessment Results Professional Opinion Progress Single Rating for each of the 3 outcomes COSF & More Parent Input

17. Army Educationa l and Developm ental Interventio n Services

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19. Army Educationa l and Developm ental Interventio n Services

20. 7.The child is demonstrating age expected (AE) skills 6.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. 20

21. 5.There is a mix of age-expected (AE) and not. Child has more age expected (AE) than immediate foundational (IF) skills. 4.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). 21

22. 3.The child shows many immediate foundational (IF) skills, but no age expected (AE) and few foundational (F) skills. 2.The child shows less immediate foundational (IF) skills and more foundational (F) skills. 1.The child shows only foundational (F) skills. 22

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25. Army Educational and Developmental Intervention Services

26. Test your knowledge

27. Introduction materials shared with families EDIS Tri-fold Other State Resources  www.fpg.unc.edu/~eco/pages/states_parents.cfm 27

28. 28 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”

29. 29 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!

30. 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. 30

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32. IFSP Process IEP Process 32 Child in Early Intervention Transition Identification and Referral Child Evaluation and Assessment IEP Development Service Delivery Identification and Referral Intake and Family Assessment Child Evaluation and Functional Assessment IFSP Development Service Delivery and Transition

33. 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? 33

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