Using the Child Outcomes Summary Form

Using the Child Outcomes Summary Form
Robin Rooney Christina Kasprzak The Early Childhood Outcomes (ECO) Center National Early Childhood Technical Assistance Center (NECTAC) Prepared for the SC Department of Education, September 2007 Early Childhood Outcomes Center

What We Will Cover Why collect outcomes data?
Understanding the three child outcomes Assessing the accomplishment of the three child outcomes Using the Child Outcomes Summary Form Practice with the Child Outcomes Summary Form Early Childhood Outcomes Center

Why Collect Outcomes Data?
Early Childhood Outcomes Center

Public Policy Context Age of accountability
Accountability increasingly means looking at results, not just process Office of Special Education Programs (OSEP) is under increasing pressure to produce outcome data on children participating in early intervention and early childhood special education Early Childhood Outcomes Center

PART Review Findings for Part B Preschool
Results not demonstrated Part B Preschool “The Department has no performance information on preschool children with disabilities served by this program.” Read more at ExpectMore.gov Depending on your audience, there may need to be further explanation about what PART, Part C, and Section 619 are (and how they are known in the state) and perhaps expansion of discussion and issues for a more general early childhood audience if information on outcomes is being collected by a broader group within the state. Early Childhood Outcomes Center

OSEP’s Response Required states to submit outcomes data in their Annual Performance Report (APR) Funded the Early Childhood Outcomes (ECO) Center help develop outcome indicators and assist states in meeting them Early Childhood Outcomes Center

OSEP Reporting Requirements: Child Outcomes
Positive social-emotional skills (including social relationships) Acquisition and use of knowledge and skills (including early language/communication and early literacy) Use of appropriate behaviors to meet their needs Elaborate on outcomes if group is not familiar with them. Outcome 1: getting along with others Outcome 2: children as learners Outcome 3: meeting their needs The early literacy portion is relevant for 619, not included in the Part C child outcome statements. Early Childhood Outcomes Center

OSEP 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 These are included primarily as an FYI to a provider audience who will not have to convert the ratings to the reporting categories themselves. Some audiences know about the old requirements and might notice they are different, but generally spending a minimal amount of time on the reporting categories is sufficient. 3 outcomes x 5 “measures” = 15 numbers Early Childhood Outcomes Center

Why Collect Outcome Data?
Federal government is the driving force behind the move to collect outcome data Federal government needs aggregated data on outcomes to justify future funding requests However, providing data for the federal government is not the only reason to collect outcome data Early Childhood Outcomes Center

Why Collect Outcomes Data?
Data on outcomes are important for state and local purposes. To document program effectiveness To improve programs Identify strengths and weaknesses Allocate support resources, such as technical assistance And, ultimately to better serve children and families Early Childhood Outcomes Center

Understanding the Three Child Outcomes

Where the outcomes came from
ECO convened stakeholders to identify child and family outcome areas and develop outcome statements Received input from state Part C and 619 Coordinators, researchers, families, administrators, and the general public Early Childhood Outcomes Center

Goal of Early Intervention/Early Childhood Special Education
“…To enable young children to be active and successful participants during the early childhood years and in the future in a variety of settings – in their homes with their families, in child care, in preschool or school programs, and in the community.” (from Early Childhood Outcomes Center, Early Childhood Outcomes Center

Child Outcomes to be Measured, As Required by OSEP
Positive social-emotional skills, including social relationships Acquisition and use of knowledge and skills, including early language/communication and early literacy Use of appropriate behaviors to meet their needs Elaborate on outcomes if group is not familiar with them. Outcome 1: getting along with others Outcome 2: children as learners Outcome 3: meeting their needs The early literacy portion is relevant for 619, not included in the Part C child outcome statements. Early Childhood Outcomes Center

Outcomes Are Functional
Functional outcomes: Refer to things that are meaningful to the child in the context of everyday living Refer to an integrated series of behaviors or skills that allow the child to achieve the important everyday goals Early Childhood Outcomes Center

Functional Outcomes are NOT
A single behavior The sum of a series of discrete behaviors or splinter skills such as….. *Knows 10 words *Pincer grasp (picks up a raisin) *Smiles at mom *Goes up and down stairs with one foot on each stair *Stacks 3 blocks Early Childhood Outcomes Center

Functional Outcomes Not domains-based, not separating child development into discrete areas (communication, gross motor, etc.) Refer to behaviors that integrate skills across domains Can involve multiple domains Emphasize how the child is able to carry out meaningful behaviors in a meaningful context The focus is functionally meaningful actions. Many assessment tools have items that measure discrete skills that aren’t individually meaningful to the child. The skills are meaningful only when they are integrated with other things so that the child can accomplish something. Early Childhood Outcomes Center

Thinking Functionally (within age-expected bounds)
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 Another way of thinking about this is: What do you know about the child when you know that he/she can do X skill? Thinking functionally requires putting those data into context. Early Childhood Outcomes Center

Thinking Functionally
If you know that a child can point, do you know that the child can communicate her wants and needs? If you know that a child can’t point, do you know that the child can’t communicate his wants and needs? How does knowing about pointing help you understand how the child takes action to meet needs? Early Childhood Outcomes Center

Thinking Functionally
Discrete behaviors (e.g., those described by some items on assessments) may or may not be important to the child’s functioning on the outcome Individually, they are not especially informative Summed, they may or may not be useful, depending on the functionality of the behaviors/items Early Childhood Outcomes Center

Children Have Positive Social Relationships
Involves: Relating with adults Relating with other children For older children, following rules related to groups or interacting with others Includes areas like: Attachment/separation/autonomy Expressing emotions and feelings Learning rules and expectations Social interactions and play Early Childhood Outcomes Center

Children Acquire and Use Knowledge and Skills
Involves: Thinking Reasoning Remembering Problem solving Using symbols and language Understanding physical and social worlds Includes: Early concepts—symbols, pictures, numbers, classification, spatial relationships Imitation Object permanence Expressive language and communication Early literacy Early Childhood Outcomes Center

Children Take Appropriate Action to Meet Their Needs
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 Includes: Integrating motor skills to complete tasks Self-help skills (e.g., dressing, feeding, grooming, toileting, household responsibility) Acting on the world to get what one wants Early Childhood Outcomes Center

Outcomes Reflect Global Functioning
Each outcome is a snapshot of: The whole child Status of the child’s current functioning Functioning across settings and situations Rather than: Skill by skill In one standardized way Split by domains Early Childhood Outcomes Center

The Overarching Goal “To enable young children to be active and successful participants during the early childhood years and in the future in a variety of settings—in their homes with their families, in child care, in preschool or school programs, and in the community.” Source: The ECO Center recommendations regarding child and family outcome statements, revised April 2005. Early Childhood Outcomes Center

Assessing the Accomplishment of the Three Child Outcomes

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 and Neisworth (1991) Quoted in DEC Recommended Practices (2005) Bagnato, S. J., & Neisworth, J. T. (1991). Assessment for early intervention: Best practices for professionals. New York: Guilford. Early Childhood Outcomes Center

DEC Recommended Practices for Assessment
Involve multiple sources Examples: family members, professional team members, service providers, caregivers Involve multiple measures Examples: observations, criterion- or curriculum-based instruments, interviews, norm-referenced scales, informed clinical opinion, work samples Early Childhood Outcomes Center

Assessment Tools Assessment tools can inform us about children’s functioning in each of the three outcome areas Challenge: There is no assessment tool that assesses the three outcomes directly Early Childhood Outcomes Center

Assessment Tool Lenses
Each assessment tool carries its own organizing framework, or lens Many are organized around domains But the content in the domains isn’t always the same, even if the names are the same Key question: How much and what information will a given tool provide about the attainment of the three child outcomes? Early Childhood Outcomes Center

Making Use of Assessment Tool Information
The ECO Center has “crosswalked” assessment tools to the outcomes ( Information from formal or published assessment tools can be very useful, but it needs to be understood and used in the context of achievement of the three outcomes Teams may have additional information that paints a picture of the child that differs from one provided by an assessment. Teams may “override” the results from an assessment tool Early Childhood Outcomes Center

Critical Assumptions Related to the Three Child Outcomes
Measuring achievement of the outcomes is based on comparison with age expectations Children of different ages will demonstrate achievement in different ways, so expectations change with age There are many pathways to functioning for children with atypical development (e.g., using sign language, wheelchair). Early Childhood Outcomes Center

Assessing Functional Outcomes
What does the child usually do? Actual performance across settings and situations How the child uses his/her skills to accomplish tasks Not the child’s capacity to function under unusual or ideal circumstances Not necessarily the child’s performance in a structured testing situation Application of knowledge and skills in more realistic situations. Early Childhood Outcomes Center

Remember 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 Early Childhood Outcomes Center

The Child Outcomes Summary Form (COSF)

Why Is the Child Outcomes Summary Form Needed?
No assessment instrument assesses the three outcomes directly Different programs will be using different assessment instruments, and outcome data will need to be aggregated across programs COSF allows you to take the apples and oranges provided from different assessment instruments and translate the data into a common metric (fruit) so that it can be grouped for use at the state level and the federal level. Early Childhood Outcomes Center

Features of the Child Outcomes Summary Form
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 Early Childhood Outcomes Center

Features of the Child Outcomes Summary Form
7-point rating scale Rating is based on the child’s functioning: What the child does across settings and situations Compared to what is expected given the child’s age Scale runs from 1-7 with 6 or 7 indicating age appropriate functioning Lower numbers indicate distant from age appropriate functioning Early Childhood Outcomes Center

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. Information at the rich, detailed level will be more helpful for intervention planning purposes Early Childhood Outcomes Center

The 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-No) Early Childhood Outcomes Center

Using the Child Outcomes Summary Form (COSF)

Essential Knowledge for Completing the COSF
Between them, team members must: Understand the content of the three child outcomes Know about the child’s functioning across settings and situations Understand age-expected child development Understand age expectations for child functioning within the child’s culture Know how to use the rating scale Early Childhood Outcomes Center

Summary Ratings Are Based on…
Types of Information Curriculum-based assessments (e.g., HELP) Norm-referenced assessments (e.g., BDI-2) Developmental screenings (e.g., Ages & Stages) Observation and report Sources of Information Parents and family members Service providers Therapists Physicians Child care providers Teachers People familiar with the child in all of the settings and situations that he/she is in Early Childhood Outcomes Center

Key Points 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 the outcome in an age-expected way Over time, some children will move farther 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 this Early Childhood Outcomes Center

Cultural Differences If the child is from a culture that has expectations that differ from published developmental milestones for when young children accomplish common developmental tasks, such as feeding themselves or dressing themselves, use the expectations for the child’s culture to decide if the child’s functioning is at the level expected for his or her age Early Childhood Outcomes Center

7 Points on the Rating Scale

7 – 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 Early Childhood Outcomes Center

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 Early Childhood Outcomes Center

5 – 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 We use the terminology that behaviors MIGHT BE more like those of younger children intentionally. For example, a child with autism does not display typical behaviors, but the behaviors observed would not be described as those of a younger child either. Early Childhood Outcomes Center

4 – 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 Early Childhood Outcomes Center

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 Early Childhood Outcomes Center

2 – Between 3 and 1 The child does not yet show functioning expected of a child his/her age in any situation The child’s behaviors and skills does have some the 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 Early Childhood Outcomes Center

1 – Not Yet The child does not yet show functioning expected of a child his/her age in any situation 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 Early Childhood Outcomes Center

What are immediate foundational skills?
Foundational skills are…. Skills and behaviors that occur earlier in development and serve as the foundation for later skill development Teachers and interventionists often use foundational skills to help children move to the next level developmentally Immediate foundational skills are… Skills that are conceptually linked to later skills and immediately precede the later skills developmentally Example: Children play alongside one another before they interact in play Early Childhood Outcomes Center

“Concerns” That Distinguish Ratings of 7 vs. 6
All children have strengths and weaknesses. Families and providers identify areas to work on to support ongoing growth (some call these “concerns”) What types of concerns would result in a rating of 6? Early Childhood Outcomes Center

“Concerns” That Distinguish Ratings of 7 vs. 6
Concerns raised for which families and providers may want to offer extra support and strategies to promote development, but the area of concern is not a possible indicator or precursor of a significant developmental problem (7) vs. Developmental concerns—weaknesses significant enough to watch closely and definitely support. Although age expected now, the child’s development borders on not keeping pace with age-expected levels or shows early signs of possible developmental problems (6) Examples of a rating of 7: (1) Significant shyness. A parent may have concerns about the behavior of a child who is very shy but that behavior is age appropriate. (2) Temper tantrums. A parent may have concerns about a child’s temper tantrums, which may be expected given the child’s age. Early Childhood Outcomes Center

the Child Outcomes Summary Form
Practice Example with the Child Outcomes Summary Form We suggest starting with a case that is a slightly older child (toddler or older). We tend to find rating young infants’ behavior is more difficult. Some states have guidelines about not doing ratings until a child is a certain age. We have heard 4 months or 6 months as the most common minimum ages. Practice cases are always harder than real ones because everyone present doesn’t know the child. “Team members” will have an opportunity to ask lots of questions needed to try to make a decision, but it isn’t the same as when you have a knowledge base about the child to start from. So, ideally work with cases where there are at least two people who know the child—that way, you can see their slightly different impressions as well. If the group being trained is more than 20 or 25 people, we recommend doing one or two practice cases with the entire group and then breaking into smaller groups of 10 or fewer to give each person ample opportunity to practice deciding on ratings. Ask for a recorder for each small group to note any issues that emerge that need to be addressed with the whole group. The trainer(s) need to float from group to group during small-group practice sessions and then reconvene the large group to address any questions or issues. Early Childhood Outcomes Center

The Process for Answering Questions 1a, 2a, 3a
For each outcome… Discuss the child’s current functioning in this outcome area across settings and situations Identify areas where the child’s functioning is age appropriate If not all functioning is age appropriate, identify areas where the child’s functioning reflects immediate foundational skills Decide which rating best describes the child’s current functioning Early Childhood Outcomes Center

Where 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 Early Childhood Outcomes Center

Introduction to the Child Example
Age – 35 months Context – Entry COSF Rating at placement meeting just after IEP development Team – Preschool Psychologist Preschool Special Educator Speech Language Pathologist Parent Early Childhood Outcomes Center

Team Discussion Early Childhood Outcomes Center
We suggest starting with a case that is a slightly older child (toddler or older). We tend to find rating young infants’ behavior is more difficult. Some states have guidelines about not doing ratings until a child is a certain age. We have heard 4 months or 6 months as the most common minimum ages. Practice cases are always harder than real ones because everyone present doesn’t know the child. “Team members” will have an opportunity to ask lots of questions needed to try to make a decision, but it isn’t the same as when you have a knowledge base about the child to start from. So, ideally work with cases where there are at least two people who know the child—that way, you can see their slightly different impressions as well. If the group being trained is more than 20 or 25 people, we recommend doing one or two practice cases with the entire group and then breaking into smaller groups of 10 or fewer to give each person ample opportunity to practice deciding on ratings. Ask for a recorder for each small group to note any issues that emerge that need to be addressed with the whole group. The trainer(s) need to float from group to group during small-group practice sessions and then reconvene the large group to address any questions or issues. Early Childhood Outcomes Center

Frequently Asked Questions
We suggest starting with a case that is a slightly older child (toddler or older). We tend to find rating young infants’ behavior is more difficult. Some states have guidelines about not doing ratings until a child is a certain age. We have heard 4 months or 6 months as the most common minimum ages. Practice cases are always harder than real ones because everyone present doesn’t know the child. “Team members” will have an opportunity to ask lots of questions needed to try to make a decision, but it isn’t the same as when you have a knowledge base about the child to start from. So, ideally work with cases where there are at least two people who know the child—that way, you can see their slightly different impressions as well. If the group being trained is more than 20 or 25 people, we recommend doing one or two practice cases with the entire group and then breaking into smaller groups of 10 or fewer to give each person ample opportunity to practice deciding on ratings. Ask for a recorder for each small group to note any issues that emerge that need to be addressed with the whole group. The trainer(s) need to float from group to group during small-group practice sessions and then reconvene the large group to address any questions or issues. Early Childhood Outcomes Center

What if there are no concerns in an outcome area? Still do ratings?
Yes. 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 Early Childhood Outcomes Center

What about children who have only speech articulation problems?
Discussion needs to examine whether and how articulation difficulties are affecting 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)? Depending on the child, discussion could yield ratings of 5, 6, 7 in any of the three areas Ex. Outcome 3: 6 vs. 7 because of potential impact for safety Early Childhood Outcomes Center

Can a child have all 7s? YES – if the child’s disability does not have an impact on his ability to function at age level across outcome areas What are some examples? Early Childhood Outcomes Center

What about assistive aechnology 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 Early Childhood Outcomes Center

What’s important when documenting the rating?
On the form, you will need to document: What evidence led to the selected rating, evidence of ….. Age expected functioning? Immediate foundational skills Skills and behaviors that will lead to foundational skills Who participated in the conversation and the decision. Documentation provides a record of the rationale for the rating decision Early Childhood Outcomes Center

Why is it important to document the rating?
Evidence can be reviewed to see whether people are using the system properly (i.e., rating similar children in the same ways) Documentation helps identify needs for future training and technical assistance Documentation may be useful for new team members reviewing the file Early Childhood Outcomes Center

When do you answer the progress questions (1b, 2b, 3b) ?
Apply only if a Child Outcomes Summary Form has been completed previously Compare the child’s current and past behavior Has the child shown any new skills or behaviors in the goal area since the last rating? (Yes or No) Small steps of progress count! Examples… Most will select “Yes.” Early Childhood Outcomes Center

What about including parents in the discussion?
Parent input about the child’s functioning is critical Family members see the child in situations that professionals do not Need to ask family members about what the child does at home The team will need a way to learn what family members know about the child There is no expectation that parents will be able to determine whether what they are seeing is age appropriate Early Childhood Outcomes Center

Explaining the Rating to Parents
If parents are included in deciding on a rating, professionals will need to be able to explain this process to parents Even if parents are not included in deciding on a rating, professionals will need to be able to explain why the rating is being done and what it means However, if your state develops materials before we do, please share them with us!! Early Childhood Outcomes Center

ECO Center Next Steps for Work on Child Outcomes
Additional information, including additional crosswalks, training slides, and materials for parents, will be posted on our website Usually somewhere in the COSF training is a section delivered by state personnel to help individuals see how this will be specifically implemented in the state. This section describes state policies, how the process fits with current activities (and tips to help it work and flow), guidelines for when and how to report ratings, what to count as entry and exit, how to handle children who leave a program in one community and move to another community within the state, expectations about who will be involved (including parent involvement), the timing and location of start-up, plans for ongoing quality assurance and opportunities to regroup and discuss what is working and what is challenging and what needs clarifying, how exit from Part C links (or doesn’t) to entry to Part B preschool, expectations about whether or not age for rating should include correction for prematurity (ECO Center recommends that it does not), minimum age of children included in rating process, how this fits with family outcome data collection, and so on. If it is a train-the-trainer session, there may be time in the day to talk about tips and expectations for training others and implementing the process. We suggest providing trainees with PowerPoints; overview, introduction, and COSF forms; expanded detail about each of the three child outcomes (April 2005 document from the ECO Center on child outcomes, developed for recommendations to OSEP); decision tree; information about where to seek resources—information on the ECO Center and information available from the ECO Center website, resources on websites to review for more information on child development and age-expected behavior for children who are developing in typical patterns. Early Childhood Outcomes Center

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