Kansas Early Childhood Outcomes Using the Child Outcome

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Kansas Early Childhood Outcomes: Using the Child Outcome Summary Form to Report Progress Kansas

Kansas Early Childhood Outcomes: Using the Child Outcome Summary Form to Report Progress Kansas Inservice Training System 2011 – 2012 1

Agenda • Overview of the Early Childhood Outcomes (ECO) • 4 Steps to Rating

Agenda • Overview of the Early Childhood Outcomes (ECO) • 4 Steps to Rating a Child on the ECOs 1. 2. 3. 4. • • Assessment Documenting the Basis for the Rating (DBRF) Using the Decision Tree to make a rating Completing the Child Outcome Summary Form (COSF) How Early Childhood Outcome Data is Used ECOS and the IFSP/IEP Kansas ECO Resources Questions - Evaluation 2

Overview of the Early Childhood Outcomes 3

Overview of the Early Childhood Outcomes 3

History �Government Performance and Results Act (GPRA) 1993 �Program Assessment Rating Tool (PART)2002 “While

History �Government Performance and Results Act (GPRA) 1993 �Program Assessment Rating Tool (PART)2002 “While the program has met its goal relating to the number of children served, it has not collected information on how well the program is doing to improve the educational and developmental outcomes of preschool children/infants and toddlers served. ” 4 Kasprzak & Rooney (2010)

How Office of Special Education (OSEP) Responded to PART • Required states to submit

How Office of Special Education (OSEP) Responded to PART • Required states to submit outcome data in their State Performance Plan (SPP) and Annual Performance Report (APR) • Funded the Early Childhood Outcomes (ECO) Center in October 2003 to gather input, conduct research, make recommendations, and assist states 5 Kasprzak & Rooney (2010)

State Approaches to Measuring Child Outcomes • Possible state approaches to collection of child

State Approaches to Measuring Child Outcomes • Possible state approaches to collection of child data • Child Outcomes Summary Form (COSF) • About 70% of state Part C programs • About 60% of state 619 programs • Single assessment statewide • Publisher's online assessment systems • Other approaches 6 Kasprzak & Rooney (2010)

Goal of Early Intervention/Early Childhood Special Education • “… to enable young children to

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. ” 7 ECO Center (2010 a)

The Three Early Childhood Outcomes 1. 2. 3. Positive social-emotional skills (including social relationships)

The Three Early Childhood Outcomes 1. 2. 3. 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 *for 3 -5 ECO Center video link: http: //www. fpg. unc. edu/~eco/pages/videos. cfm 8

Outcomes An outcome is neither the receipt of special education or early intervention services

Outcomes An outcome is neither the receipt of special education or early intervention services nor satisfaction with the services received An outcome is a benefit experienced as a result of services and supports received. 9

Outcome Characteristics • Not domains-based, not separating child development into discrete areas (communication, gross

Outcome Characteristics • Not domains-based, not separating child development into discrete areas (communication, gross motor, etc. ) • Refers to behaviors that integrate skills across domains • Can involve multiple domains • Emphasize functionality - how the child is able to carry out meaningful behaviors in a meaningful context ECO Center (2010 a) 10

Children have Positive Social Relationships • Involves • Relating with adults • Relating with

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 11

Children Acquire and Use Knowledge and Skills • Involves: • Thinking • Reasoning •

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 12

Children Take Appropriate Action to Meet Their Needs • Involves: • • Taking care

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 • Included: • 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 13

Outcomes Reflect Global Functioning • Each outcome is a snapshot of: • The whole

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 • Isolated skills • Split by domains • Test scores 14 ECO Center (2010 a)

Outcomes Jeopardy Reading the Pointing to the $100 letter “S” on the cabinet for

Outcomes Jeopardy Reading the Pointing to the $100 letter “S” on the cabinet for cereal Stop sign $100 $200 Biting Plays by himself $200 in the classroom $200 Building a castle $300 from blocks with a friend $300 Problems sleeping Washes hands before lunch Plays with rhyming words Sharing a cookie $300 at lunchtime Kasprzak & Rooney (2010) 15

Functional Behaviors and Skills • What the child usually does • How the child

Functional Behaviors and Skills • What the child usually does • How the child uses skills to accomplish a task • Actual performance across settings and situations 16 ECO Center (2010 a)

Thinking Functionally Isolated skill Functional skill • Knows how to imitate a • Watches

Thinking Functionally Isolated skill Functional skill • Knows how to imitate a • Watches what a peer says or does and incorporates it gesture when prompted into his/her own play by others • Uses finger in pointing motion • Points to indicate needs or wants • Uses 2 -word utterances • Engages in back and forth verbal exchanges with caregivers using 2 -word utterances ECO Center (2010 a) 17

Keeping our eyes on the prize: High quality services for children and families that

Keeping our eyes on the prize: High quality services for children and families that will lead to good outcomes. 18 Kasprzak & Rooney (2010 a)

Timelines 19

Timelines 19

Timelines All children entering Part C or B (3 -5) services must have a

Timelines All children entering Part C or B (3 -5) services must have a COSF rating completed (on all 3 outcomes) if they can be in Part C or B for at least 6 months. All children who have been in Part C or B for 6 months or longer and permanently exit Kansas Part C or B services must have a COSF exit rating (on all 3 outcomes) completed. KSDE (2011) 20

Timelines • Permanent Exit: A exit COSF is required when a child is: •

Timelines • Permanent Exit: A exit COSF is required when a child is: • Leaving Part C at the age of 3 • Leaving Part B preschool services to go to kindergarten • Turning 6 years old (for a child still in Part B preschool services) • No longer eligible for services under IDEA • Moving out of Kansas • Withdrawn from services by their parent/guardian • Deceased. KSDE (2011) 21

Timelines • COSF ratings must be completed within 30 calendar days of: • •

Timelines • COSF ratings must be completed within 30 calendar days of: • • the first day of Part C the last day of Part C the first day of Part B the last day of Part B • COSF information cannot be entered into the OWS until after the first date of Part C or B service ( program entry) or the last date Part C or B service (permanent exit). KSDE (2011) 22

Timelines • For children transitioning between part C and B, a Part C exit

Timelines • For children transitioning between part C and B, a Part C exit must be entered into the OWS before the child can be entered by Part B. 23 KSDE (2011)

Timelines • Organizational Exits and Entries refer to movement in and out of local

Timelines • Organizational Exits and Entries refer to movement in and out of local networks/districts. • Once a child has an entry COSF completed, each move into or out of an organization (network/district) is entered into the OWS regardless of how long the child was receiving services in that organization. KSDE (2011) 24

Timelines • July 31 st • Last date for submitting COSF entry rating data

Timelines • July 31 st • Last date for submitting COSF entry rating data to KDHE or KSDE for all newly identified children entering a Part C or B program • Last date for submitting COSF exit rating data for children permanently exiting a Part C or B Program between July 1 st and June 30 th of the fiscal year KSDE (2011) 25

Timelines • August 1 st – August 31 st • Data Verification 26

Timelines • August 1 st – August 31 st • Data Verification 26

4 Steps to Rating a Child on the ECOs 27

4 Steps to Rating a Child on the ECOs 27

ECO Rating Scale • Ratings are made by teams using child assessment data •

ECO Rating Scale • Ratings are made by teams using child assessment data • Teams rate a child on each of the 3 ECOs • It is not an assessment tool • It uses information from an authentic assessment to get a global sense of how the child is doing at a point in time 28 ECO Center (2010 a)

Critical Assumptions Related to the Three Child Outcomes • Measuring achievement of the outcome

Critical Assumptions Related to the Three Child Outcomes • Measuring achievement of the outcome 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 functional outcomes (e. g. using sign language, wheelchair) • There is overlap across the outcomes • Documentation for the rating of each outcome must include functional skills (The meaningful behaviors the child is able to carry out in a meaningful context) ECO Center (2010 a) 29

Steps to Making and Documenting Early Childhood Outcome Ratings 1. Collect Assessment Information 2.

Steps to Making and Documenting Early Childhood Outcome Ratings 1. Collect Assessment Information 2. Document observed functional behaviors that are age appropriate, immediate foundational and foundational using the Documenting the Basis for the Rating Form for each outcome 3. Answer questions on the Decision Tree for Summary Rating Discussions form to determine a rating for each outcome 1. Complete the Child Outcome Summary Form. 30

STEP 1 COLLECTING ASSESSMENT INFORMATION 31

STEP 1 COLLECTING ASSESSMENT INFORMATION 31

Curriculum Based Assessments 1. 2. 3. 4. 5. 6. 7. 8. Assessment and Programming

Curriculum Based Assessments 1. 2. 3. 4. 5. 6. 7. 8. Assessment and Programming Evaluation System (AEPS) Carolina Curriculum for Infants and Toddlers or Preschoolers with Special Needs Child Observation Record (High Scope) Creative Curriculum Developmental Continuum Assessment/ GOLD Hawaii Early Learning Profile (HELP) Individual Growth and Development Indicators (IGDIs) Transdisciplinary Play-Based Assessment (TPBA 2) Work Sampling System 32 KSDE (2011)

Other Sources of Data n Record Review n Interview n Observation n Other Tests

Other Sources of Data n Record Review n Interview n Observation n Other Tests including screening information n Information from families must be used to determine if functional behaviors are observed across environments 33 KSDE (2011)

Parent Information is Needed • Family members see the child in situations that professionals

Parent Information is Needed • Family members see the child in situations that professionals do not • Need to determine what child does in a variety of settings (i. e. home, store, child care setting) • Develop a method for getting information needed from family • Listen as the family shares their story for information related the child’s engagement, independence and social relationships across routines and activities • Ask parents to show or describe their child in relation to the outcomes • Observe how the child and parent interact • Set up play scenarios for the child and family Kasprzak & Rooney (2010) 34

Exception to the CBA Requirement • When children are receiving services for one area

Exception to the CBA Requirement • When children are receiving services for one area of concern (i. e. speech, OT, or PT services only) and can be confidently rated a 6 or 7 in each outcome area on the basis of record review, observation, interview and other tests, then the requirement for the Curriculum Based Assessment is waived. • HOWEVER, keep in mind: • All 3 Early Childhood Outcomes must be rated on a COSF at entry and exit for every child, even those receiving only one service. • Every child who receives only one service (i. e. speech, OT or PT) does not automatically rate a 6 or a 7. The team needs to make individual determinations. • If a child receives a 5 or less on any one outcome, one of the 8 approved curriculum-based assessments must be completed (entirely) and included as documentation for all 3 outcomes on the COSF. KSDE (2011) 35

Instrument Crosswalks • Identify relationships between assessment instruments and the three child outcome •

Instrument Crosswalks • Identify relationships between assessment instruments and the three child outcome • Display how content on a given assessment instrument is related to each outcome • Are not meant to be used as a “checklist” or “score sheet” for measuring child outcomes • Find instrument crosswalks on http: //www. fpg. unc. edu/~eco/pages/crosswalk s. cfm Kasprzak & Rooney (2010) 36

STEP 2 DOCUMENTING THE BASIS FOR THE RATING (DBRF) 37

STEP 2 DOCUMENTING THE BASIS FOR THE RATING (DBRF) 37

Documenting the Basis for the Rating 38 Can be downloaded from: http: //www 2.

Documenting the Basis for the Rating 38 Can be downloaded from: http: //www 2. ku. edu/~kskits/ta/ECOOutcomes/Admin. Nds. Kno/Documenting. Basisfor. Rating 2010. doc

Documenting the Basis for the Rating • Age Expected –Skills and behaviors demonstrated are

Documenting the Basis for the Rating • Age Expected –Skills and behaviors demonstrated are what one would expect for a same age child • Immediate Foundational-Skills like that of a slightly younger child that occur just prior to age-expected functioning • Foundational—Earlier skills conceptually linked to later skills and behaviors 39 ECO Center (2010)

AVA 40

AVA 40

STEP 3 USING THE DECISION TREE 41

STEP 3 USING THE DECISION TREE 41

Definitions for Outcome Ratings 42

Definitions for Outcome Ratings 42

Ratings Scale Descriptor Statements 43

Ratings Scale Descriptor Statements 43

Using the Decision Tree 44 http: //kskits. org/ta/ECOOutcomes/what. Trainer. Needs 2/group. Training/decision_tree. pdf

Using the Decision Tree 44 http: //kskits. org/ta/ECOOutcomes/what. Trainer. Needs 2/group. Training/decision_tree. pdf

Rating Scale Jeopardy Age appropriate functioning – no $100 concerns Mix of age appropriate

Rating Scale Jeopardy Age appropriate functioning – no $100 concerns Mix of age appropriate and not $100 age appropriate functioning No age appropriate functioning – not yet $100 showing immediate foundational skills Some age appropriate $200 functioning but very little No age appropriate functioning – lots of $200 immediate foundational skills Age appropriate functioning – some $200 concerns Rarely shows age appropriate $300 functioning No age appropriate functioning – some $300 immediate foundational skills Age appropriate $300 functioning 45 Kasprzak & Rooney (2010)

Using the Decision Tree with the DBFR Form 46

Using the Decision Tree with the DBFR Form 46

AVA 47

AVA 47

STEP 4 DOCUMENTING THE RATING ON THE COSF 48

STEP 4 DOCUMENTING THE RATING ON THE COSF 48

COSF Rating Must Be Completed by Teams • Team is defined as more than

COSF Rating Must Be Completed by Teams • Team is defined as more than one professional • Team members must understand: • child’s functioning across settings and situations • age-expected child development • the content of the 3 ECOs • how to use the rating scale Strategies for making team ratings include • Meeting when the team is already together • Immediately after an IFSP/IEP or transition meeting • At an already scheduled team meeting • Use of technology media (i. e. , conference call, video chats instant messaging, e-mail) 49

Completing the COSF Can be downloaded from: http: //kskits. org/ta/ECOOutcomes/what. Direct. Service/Blank. COSFTemplate. doc

Completing the COSF Can be downloaded from: http: //kskits. org/ta/ECOOutcomes/what. Direct. Service/Blank. COSFTemplate. doc 50

Completing the COSF 51

Completing the COSF 51

Questions 1 b, 2 b, 3 b on Exit • When child exits from

Questions 1 b, 2 b, 3 b on Exit • When child exits from program (Part C or Part B) the process for completing the rating and the COSF will be repeated • In addition, an additional progress question will be completed for each outcome • If the child gained even one new functional behavior from entry to exit the answer to the progress question is “yes “ and progress is described 52 KSDE (2011)

AVA 53

AVA 53

Outcomes Web System Help Manual • The Outcomes Web System (OWS) Help Manual is

Outcomes Web System Help Manual • The Outcomes Web System (OWS) Help Manual is available at http: //kskits. org/OWS/index. html • The manual gives step by step instructions for entering data into OWS • Each district and network decide who will enter COSF data into the OWS • Sometimes it is a specific member of the team • Sometimes it is a data clerk • Sometimes it is an administrator 54

Outcome Web System (OWS) • All users must be registered • For support contact

Outcome Web System (OWS) • All users must be registered • For support contact • Part C – Sarah Walters 785 -296 -6136 • Part B- Tiffany Smith 785 -296 -1944 • The OWS has a session setting of 30 minutes • Users can not exit the OWS then go back and enter more information, so the complete COSF must be entered before exiting the OWS 55

How Early Childhood Outcome Data is Reported in Kansas 56

How Early Childhood Outcome Data is Reported in Kansas 56

Entry Exit 57 Kasprzak & Rooney (2010)

Entry Exit 57 Kasprzak & Rooney (2010)

States Report Data in these categories Percentage of children who: a) b) c) d)

States Report Data in these categories Percentage of children who: a) b) c) d) e) Did not improve functioning Improved functioning, but not sufficient to move nearer to functioning comparable to same-age peers Improved functioning to a level nearer to same-age peers, but did not reach it Improved functioning to reach a level comparable to same-age peers Maintained functioning at a level comparable to same-age peers. 58

How the State Calculates OSEP Categories from COSF Responses COSF Rating 1 COSF Rating

How the State Calculates OSEP Categories from COSF Responses COSF Rating 1 COSF Rating 2 Answer to question B on exit OSEP Reporting Category 7 7 Yes E 6 1 to 5 Yes B 5 1 to 4 No A 3 6 or 7 Yes D 3 1 or 2 Yes B 1 2 to 5 Yes C 7 1 to 5 Yes B 59

Summary Statements For Reporting Progress on Targets Required Summary Statement 1: Of those children

Summary Statements For Reporting Progress on Targets Required Summary Statement 1: Of those children who entered or exited the program below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they exited the program. c+d __ a+b+c+d Required Summary Statement 2: The percent of children who were functioning within age expectations in each Outcome by the time they exited the program. d+e __ a+b+c+d+e 60

State ECO Targets FY 2009 (Reported on March 15, 2011) Summary Statement 1 %

State ECO Targets FY 2009 (Reported on March 15, 2011) Summary Statement 1 % of children who moved closer to same age peers Summary Statement 2 % of children who exited at age level Outcome 1 Outcome 2 Outcome 3 Part C = 57. 53% Part B = 85. 93% Part C = 61. 14% Part B = 86. 38% Part C = 66. 99% Part B = 86. 24% Part C = 56. 33% Part B = 65. 16% Part C = 47. 44% Part B = 63. 60% Part C = 63. 44% Part B = 76. 79% 61

ECO Outcomes and the IFSP/IEP 62

ECO Outcomes and the IFSP/IEP 62

Steps to Integrating EC Outcomes (ECO) with the IFSP/IEP • In the review of

Steps to Integrating EC Outcomes (ECO) with the IFSP/IEP • In the review of existing data, look for information related to the ECO • IF the child is transitioning from a Part C Infant Toddler Program, organize the discussion of the child at the transition conference in relation to the ECO • During the evaluation, probe for information on caregiver concerns related to the ECO. • Encourage families to describe their child’s typical day in the context of ECO areas, such as how he interacts with others, how he learns and solves problems, and how he gets his own needs met. • Compare the child’s functional skills and behaviors with those expected for other children his age. ECO Center (2010 b) 63

Steps to Integrating EC Outcomes (ECO) with the IFSP/IEP • Include functional authentic assessment

Steps to Integrating EC Outcomes (ECO) with the IFSP/IEP • Include functional authentic assessment in the evaluation that will provide the team with information on all three ECO. • Consider the child’s functioning in the context of everyday activities and routines, in the three ECO areas. • Document supporting evidence for ECO rating throughout the assessment and evaluation process. • During the IEP meeting, organize the discussion of the child in relation to the ECO. • Discuss how the child is functioning in the ECO areas and how the child’s skills and behaviors in the ECO areas compare with other children the same age. • In the PLAAFP, organize the description of strengths and needs as they relate to the three outcome areas. ECO Center (2010 b) 64

Family Strengths and Needs Summary 65

Family Strengths and Needs Summary 65

IFSP Outcomes Step 1: Determine functional Eating and Chewing area(s) Step 2: What routine(s)

IFSP Outcomes Step 1: Determine functional Eating and Chewing area(s) Step 2: What routine(s) does Meal time (e. g. lunch, dinner this affect? restaurant) Step 3: Child will participate “Alicia will participate in in (routines in question) lunch, dinner and going to the restaurant…” Step 4: by ----ing (address “… by chewing her food” specific behaviors: 66 Washington Systems Improvement Project

Child Outcomes: Example This “Romeo will play with toys and eat meals with his

Child Outcomes: Example This “Romeo will play with toys and eat meals with his family by sitting without support” Rather than “Romeo will improve muscle tone for sitting” 67 Washington Systems Improvement Project

68 handout

68 handout

Example Outcome 2: Acquire and Use of Knowledge and Skills Involves: Thinking Reasoning Remembering

Example Outcome 2: Acquire and Use of 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 Strengths Able to group by classification When faced with a problem will usually ask for adult assistance Shows understanding of some age appropriate concepts (colors, big/little, in/on) Copies simple shapes and 3 letters of first name Beginning representational drawing. Counts 2 objects correctly. Able to use two hands to manipulate objects Answers simple factual questions Areas for growth When given 2 or 3 step directions, will follow 1 of the steps before requiring adult support. Needs visual cues to choose from when making a prediction about a story or event. Not able to answer questions (how, why) 69

Example Outcome 2: Acquire and Use of Knowledge and Skills Outcome 2: Acquiring and

Example Outcome 2: Acquire and Use of Knowledge and Skills Outcome 2: Acquiring and using knowledge and skills. Johnny has acquired some beginning concept knowledge. He is able to classify objects by size and basic attribute, name colors, understand beginning concepts (colors, size, prepositions), name 5 letters of his name, and count up to two objects correctly. He is beginning to create representational drawings, cut out shapes with straight lines, and is able to write three letters of his first name. When listening to a story or talking about immediate events, he is able to answer simple factual questions. Johnny has more difficulty with tasks that are less concrete. When given 2 or 3 step directions, Johnny will follow the first step but requires adult support for the remainder of the steps. This makes it difficult for Johnny to function independently within a preschool classroom. He has difficulty asking questions and answering “how” and “why” questions. During a small group story time, Johnny answered 1 of 6 “how/why” questions asked about the story, which indicates Johnny has difficulty with story comprehension. 70

Example Outcome 2: Acquire and Use of Knowledge and Skills Goal: • By Oct.

Example Outcome 2: Acquire and Use of Knowledge and Skills Goal: • By Oct. 20 xx, while participating in preschool classroom activities, Johnny will independently follow routine directions of 3 related steps in 4 of 5 opportunities across 3 consecutive days. Goal: • By Oct. 20 xx, when discussing a story, Johnny will answer 8 out of 10 “why” and “how” questions in a mixed question probe. 71

Where to Find Kansas ECO Resources www. kskits. org/ 72

Where to Find Kansas ECO Resources www. kskits. org/ 72

Navigating the ECO Web Page Navigation Pane for KITS Website on every page 73

Navigating the ECO Web Page Navigation Pane for KITS Website on every page 73

KITS ECO Home Page • State Agency Administrators • Tiffany Smith, KSDE, Part B/619

KITS ECO Home Page • State Agency Administrators • Tiffany Smith, KSDE, Part B/619 Coordinator tsmith@ksde. org • Sarah Walters, KDHE, Part C Coordinator SWalters@kdheks. gov • KITS Collaborative Training Calendar 74

Introduction • What are the Early Childhood Outcomes? • What is the purpose of

Introduction • What are the Early Childhood Outcomes? • What is the purpose of the KITS ECO Information web page? 75

Hot Topics • What’s new? • What’s on the horizon? 76

Hot Topics • What’s new? • What’s on the horizon? 76

OWS Login (opens new window) • User login page for KSDE Web Applications •

OWS Login (opens new window) • User login page for KSDE Web Applications • Flash tutorials about the User Login • Link to register for login and password for accessing KSDE web applications 77

What an Administrator Needs to Know 78

What an Administrator Needs to Know 78

What a Data Entry Person Needs to Know 79

What a Data Entry Person Needs to Know 79

What A Direct Service Provider Needs to Know 80

What A Direct Service Provider Needs to Know 80

What a Trainer Needs to Know 81

What a Trainer Needs to Know 81

Independent Study 82

Independent Study 82

Group Training 83

Group Training 83

Group Training Tools and Materials 84

Group Training Tools and Materials 84

COSF Examples 85

COSF Examples 85

New COSF Examples 86

New COSF Examples 86

How to Keep Current With Kansas ECO Training and Guidance • http: //kskits. org/ta/ECOOutcomes/Index.

How to Keep Current With Kansas ECO Training and Guidance • http: //kskits. org/ta/ECOOutcomes/Index. shtml • http: //www. kskits. org/listserv/ (klawson@ku. edu) • http: //kskits. org/publications/(klawson@ku. edu) • http: //www. kskits. org/training/ • http: //www. ksits. org/index. html • http: //www. ksde. org/Default. aspx? tabid=101 • daniel@keystonelearning. org (Send email with “Subscribe Spedexpress” in body of email) • http: //www. fpg. unc. edu/~eco/ 87

TA Support Kansas Inservice Training System (KITS) www. kskits. org Technical Assistance System Network

TA Support Kansas Inservice Training System (KITS) www. kskits. org Technical Assistance System Network (TASN) www. ksdetasn. org KSDE – Tiffany Smith tsmith@ksde. org KDHE – Sarah Walters swalters@kdheks. gov 88

References • Bagnato (2007) Authentic assessment for early childhood intervention. New York: Guilford Press.

References • Bagnato (2007) Authentic assessment for early childhood intervention. New York: Guilford Press. • Early Childhood Outcome Center (2010 a). Understanding the Three Outcomes, Retrieved from: http: //www. nectac. org/~stream/eval/cosftraining 1 • ECO Center (2010 b, July): Integrating Child Outcome Measures with the Individualized IEP Process. Retrieved from: http: //leadershipmega-confreg. tadnet. org/uploads/file_assets/attachments/281/original_Integrating_outco mes_IEP_rating. pdf? 1280240466 • Kansas State Department Of Education, (2011). Outcome Web System User Guide. Retrieved from: http: //kskits. org/OWS/index. html • Kansas Inservice Training System (2011). Group Training Tools and Materials Folder. Retrieved from: http: //kskits. org/ta/ECOOutcomes/what. Trainer. Needs 2/group. Training/group. Trai ning. Materials. shtml • Kasprzak & Rooney (2010, March). Measuring Child Outcomes, Presentation for Delaware; ECO Center & NECTAC. Retrieved 10/3/11 from: http: //www. fpg. unc. edu/~eco/assets/ppt/DE%20 COSF%20 training%20 slides%2 0 for%20 web%204 -12 -10. ppt 89

The University of Kansas is an Equal Opportunity/Affirmative Action Employer and does not discriminate

The University of Kansas is an Equal Opportunity/Affirmative Action Employer and does not discriminate in its programs and activities. Federal and state legislation prohibits discrimination on the basis of race, religion, color, national origin, ancestry, sex, age, disability, and veteran status. In addition, University policies prohibit discrimination on the basis of sexual orientation, marital status, and parental status. KITS is supported through Part B, IDEA Funds from the Kansas State Department of Education (Grant # 26004) and Part C IDEA Funds from the Kansas Department of Health and Environment. Opinions expressed by KITS staff do not necessarily reflect those of the University or State Agencies and no official endorsement should be inferred.