Indicator 7: Measuring Preschool Outcomes

Indicator 7: Measuring Preschool OutcomesEntry Data Collection Using the COS Process

Sarah Geldart MA ESE

Sarah.Geldart@doe.mass.edu 781.338.3364

Additional Contact:Lauren Viviani MA 619 Coordinator

lviviani@doe.mass.edu 781.338.3372

Hello and thank you for joining me for this overview of Indicator 7 and the child Outcomes Summary Process. My name is Sarah Geldart and I can be reached via email at sarah.geldart@doe.mass.edu or 781-338-3364. You can also contact our state 619 coordinator, Lauren Vivani at 781-338-3372. This is one video in a series of 4. This video will provide you with an overview of the Indicator 7 entry data collection using the COS Process. There are additional videos explaining the data collection and reporting responsibilities for districts, how to access the security portal to download the spreadsheet and submit this data to ESE, and a video that explains the exit data collection process.

Massachusetts Department of Elementary and Secondary Education1AgendaOverview of State Performance Plan/Annual Performance Report (SPP/APR)Indicator 7Completing the Child Outcomes Summary ProcessIdentifying entry ratings

2Today we will be reviewing the overview of the State Performance Plan/ Annual Performance Report (SPP/APR), paying particular attention to Indicator 7. Well also review the child outcomes summary process and cover how to identify entry ratings.

Massachusetts Department of Elementary and Secondary Education2SPP/APR Information17 indicators of performance or compliance in special educationState identified targets for performance indicatorsMA ESE set targets for Indicator #7 based on data & feedback from stakeholders

33Each year states are required to report data on 17 different indicators of performance or compliance in special education to the Federal Office of Special Education Programs or OSEP. Each state sets their own targets for performance indicators, including Indicator 7. The targets for Indicator 7 were set based on data and feedback from our statewide stakeholders. As part of the annual reporting to OSEP, ESE also publically reports statewide and district-level data. State level data can be found on the OSEP Grads 360 site while district level data can be found on the school and district profiles site.

Indicator 7: Preschool OutcomesPercent of preschool children aged 3 through 5 with IEPs who demonstrate improved:Positive social-emotional skills (including social relationships);Acquisition and use of knowledge and skills (including early language/communication and early literacy); andUse of appropriate behaviors to meet their needs

(20 U.S.C. 1416(a)(3)(A))

4So what is Indicator 7? Indicator 7 is a performance indicator that measures the percent of preschool children aged 3 through 5 with IEPs who demonstrate improved:Positive social-emotional skills (including social relationships);Acquisition and use of knowledge and skills (including early language/communication and early literacy); andUse of appropriate behaviors to meet their needsOutcome A: Children Have Positive Social Relationships Involves:Relating with adultsRelating with other childrenFor older children- following rules related to groups or interacting with others

Includes areas like:Attachment/separation/ autonomyExpressing emotions and feelingsLearning rules and expectationsSocial interactions and play

5Outcome A: Children Have Positive Social Relationships involves how children relate with adults and other children and for older children how they follow rules related to groups and interacting with others. It includes areas like attachment, expressing emotions and feelings, learning rules and expectations, and social interaction and play.

Massachusetts Department of Elementary and Secondary Education5Outcome B: Children Acquire & Use Knowledge & Skills Involves:Thinking, reasoning, remembering, problem-solvingUsing symbols and languageUnderstanding physical and social worlds

Includes:Early concepts symbols, pictures, numbers, classification, spatial relationshipsImitationObject permanenceExpressive language and communicationEarly literacy

6Outcome B: Children Acquire & Use Knowledge & Skills involves thinking, reasoning, remembering, and problem-solving. It involves using symbols and language and how children understand their physical and social worlds.

It includes early concepts like symbols, pictures, numbers, classification, spatial relationships. Concepts such as object permanence. It also includes expressive language, communication and early literacy

Massachusetts Department of Elementary and Secondary Education6Outcome C: Children Take Appropriate Action to Meet Their Needs Involves:Taking care of basic needsGetting from place to placeUsing toolsIn older children, contributing to their own health and safety

Includes:Integrating motor skills to complete tasksSelf-help skills (e.g., dressing, feeding, grooming, toileting, household responsibility)Acting on the world to get what one wants

7Outcome C: Children Take Appropriate Action to Meet Their Needs includes how children meet their basic needs including getting from place to place and using tools. In older children it can include how they take care of their own health and safety.

It includes how children integrate motor skills to complete tasks, their self help skills like dressing, feeding, grooming, toileting, and household responsibilities. It also involves how they act on the world to get what they want.

Massachusetts Department of Elementary and Secondary Education7Indicator 7: Preschool OutcomesFive Progress Categories for Each OutcomeThe percent of children who: did not improve functioningimproved functioning but not sufficient to move nearer to functioning comparable to same-aged peersimproved functioning to a level nearer to same-aged peers but did not reach itimproved functioning to reach a level comparable to same-aged peersmaintained functioning at a level comparable to same-aged peers8

For each of these three outcome areas ESE is required to report the types of progress children make in their early childhood special education program. OSEP has created five progress categories to reflect the different types of progress children can make. These range from progress category A which is children who do not improve functioning to progress category d which is children who improve their functioning in order to meet a level comparable to their same-age peers. There is also a progress category for children who start preschool special education services at age-expected functioning in an outcome area and maintain that level of functioning throughout their program, progress category e. Children in Progress Category B are children who improve functioning but not sufficient to move nearer to functioning comparable to same-aged peers and children in progress category C improved functioning to a level nearer to same-aged peers but did not reach it.

Massachusetts Department of Elementary and Secondary Education8Summary StatementsOSEP has taken the five categories and collapsed them into two summary statementsSummary Statement 1: Of those children who entered the program below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they exited the program. Summary Statement 2: The percent of children who were functioning within age expectations in each Outcome by the time they exited the program.

9As you can imagine, reporting the percent of children in each of 5 progress categories for three different outcome areas generates a lot of numbers. In order to simplify the data and make it easier to understand OSEP has created 2 summary statement that summarize the results across the five progress categories. Summary Statement 1states, of those children who entered the program below age expectations in each Outcome, the percent who substantially increased their rate of growth by the time they exited the program. Summary Statement 2 reflects the percent of children who were functioning within age expectations in each Outcome by the time they exited the program.

The Child Outcomes Summary ProcessPresentation developed with the assistance of the Early Childhood Technical Assistance Center

Now lets move to the Child Outcomes Summary Process or COS Process

Massachusetts Department of Elementary and Secondary Education10What is the Child Outcomes Summary (COS) Process?A team process for reviewing child assessment data from different sources culminating in the rating of a childs functioning on a scale of 1-7Considers the childs functioning across situations and settingsAt home, in a play group, at the library, in child care, at community events, in preschool, etc.Compares childs functioning to same age peers11

11In order to be able to collect information on childrens progress in early childhood special education, OSEP, in collaboration with the Early Childhood Technical Assistance Center developed the Child Outcomes Summary Process or COS process. The COS Process is a team process for reviewing child assessment data from different sources culminating in the rating of a childs functioning on a scale of 1-7. It considers the childs functioning across situations and settings, for example at home, in a play group, at the library, in child care, at community events, in preschool, and other places and compares a childs functioning to same age peers.

Why was the process developed?For federal reporting on child outcomes

No method to synthesize child outcomes data from multiple sources

Different programs would be using different assessment instruments, and outcomes data would need to be aggregated across programs12

12This process was developed for federal reporting on child outcomes. There was no method to synthesize child outcomes data from multiple sources across different programs which often use different assessments. OSEP needed a way to aggregate date across states and states needed a way to aggregate data across programs.

Purposes of the COSIt is not an assessment tool

It uses information from multiple sources, including assessment tools, observations, and family interview to get a global sense of how the child is doing at one point in time

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13The Child Outcomes Summary Process is not an assessment tool. It uses information from multiple sources including assessment tools, observations, and families to get a global sense of how the child is doing at one point in time.

Features of the COS7-point rating scale

Rating is based on the childs functioning:What the child does across settings and situations Compared with what is expected given the childs ageRatings look at the child in two waysHow is the child functioning compared to age-expected functioning?Has the child gained at least one new skill in this area?

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14The COS Process uses a 7-point rating scale. The ratings are based on the childs functioning across settings and situations and compares a childs functioning with what is expected given the childs age. Each rating looks at the child in two ways. How is the child functioning compared to age-expected functioning? And Has the child gained at least one new skill in this area?

Why two COS questions?Progress data for federal reporting are calculated from the COS ratings (entry versus exit) plus the yes/no progress question

The yes/no progress question differentiates between children who made absolutely NO progress or regressed -- and children who gained at least one new skill15

15The COS Process uses two questions for each outcome area. First the 1-7 rating and second, the yes/no progress question. Progress data for federal reporting are calculated from the COS ratings (entry versus exit) plus the yes/no progress question. The yes/no progress question allows us to differentiate between children who made absolutely NO progress or regressed -- and children who gained at least one new skill in the outcome area

Timing of the COS ProcessIn order to ensure that the entry ratings represent a accurate snapshot of a childs current functioning, please complete the COS Process within 4-6 weeks of a student entering a program or beginning services and within 4-6 weeks of a student exiting a program or ending services. 16

In order to ensure that the entry ratings represent a accurate snapshot of a childs current functioning, please complete the COS Process within 4-6 weeks of a student entering a program or beginning services and within 4-6 weeks of a student exiting a program or ending services.

Massachusetts Department of Elementary and Secondary Education16The Child Outcomes Summary (COS) Process17

This slide presents a flow chart detailing the timing of the COS process in Massachusetts. Beginning at the top, Children ages 3-5 start special education services (Aug. 1 Dec. 31). Data is collected about functioning across settings and situations (including from families). Then, the COS team meets to discuss functioning, complete the COS Form, and assign a rating for each outcome (ideally within 4-6 weeks of starting services). In January entry data from the COS Forms is entered into the data collection spreadsheet and submitted to ESE. Lastly, exit data is collected as students exit the program and reported annually to ESE in June.

Massachusetts Department of Elementary and Secondary Education17Sources of Information for the COS Process18

The next section of the presentation addresses where programs can get the information they need about the student to complete the COS Process

Massachusetts Department of Elementary and Secondary Education18Summary ratings are based onTypes of InformationCurriculum-based assessments (e.g., HELP)Norm-referenced assessments (e.g., BDI-2)Developmental screenings (e.g., Ages & Stages)Observation and reportSources of InformationRoutines Based Interview (family information)Service providersTherapistsPhysiciansChild care providersTeachersPeople familiar with the child in all of the settings and situations hes in19

19The Summary ratings for the COS process should be based on a variety of information. Potential types of information include different types of assessments (including curriculum and norm-based assessments, developmental screenings, and observations and reports.

Sources of information can include things like the Routines Based Interview for family information, and information from service providers, therapists, physicians, child care providers, teachers and any individual familiar with the child in all of the settings and situations they normally spend time.

Gathering Information from FamiliesFamily input about the childs functioning is criticalFamily members see the child in situations that professionals do notNeed 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 family members will be able to determine whether what they are seeing is age appropriate20

20Collecting information from families to complete this process is critically important. Family members see the child in situations that professionals do not and the team will need a way to learn what family members know about the child. However, there is no expectation that family members will be able to determine whether what they are seeing is age appropriate.

Essential Knowledge for Completing the COSAmong them, COS team members must:

Know about the childs functioning across settings and situations

Understand age-expected child development

Understand the content of the three child outcomes

Know how to use the rating scale

Understand age expectations for child functioning within the childs culture21

21There are 5 key pieces of knowledge that are necessary to complete the COS process: Among them, COS team members must: know about the childs functioning across settings and situations; understand age-expected child development; understand the content of the three child outcomes; know how to use the rating scale; and understand age expectations for child functioning within the childs culture.

Important pointIt is not necessary that all team members be knowledgeable in all 5 areas Especially, there is no expectation that parents understand the rating scale or typical child developmentBut the professionals have to!22

22However, it is important to remember that it is not necessary that all team members be knowledgeable in all 5 areas. Especially, there is no expectation that parents understand the rating scale or typical child development but the professionals have to.

Why age anchor?To answer the two COS 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)

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

Age Anchoring Resources:http://ectacenter.org/eco/pages/training_resources.asp#ChildDevelopment 23

23As we discussed earlier, it is important to understand age-expected functioning in order to be able to use the rating scale to identify childs current functioning. There are a number of resources available on the Early Childhood Technical Assistance Center (ECTA) website that can be helpful in this process, including a list of age anchoring resources which is linked at the bottom of this slide.

The Child Outcomes Summary (COS) Process24

Lets revisit the flow chart detailing the COS process we looked at earlier. We are on the third step. Now that we understand what information is necessary to complete the process lets move to the completion of the form and the identification of a rating. Massachusetts Department of Elementary and Secondary Education24The FormCover page + three outcome pages

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

Accessing the form: http://ectacenter.org/eco/pages/outcomes.asp#COSFormandInstructions

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25The COS Process form or COSF consists of a cover page and three outcome pages. On each outcome page there are two questions per outcome and space to document the evidence used as a basis for the rating. You can access the form though the Early Childhood Technical Assistance Center (ECTA) websiteCOS Form Cover Page26

Here is a screenshot of the cover page of the form which is completed using the childs information and information about the individuals who participated in the rating process. At the top of the form is the date the form was completed. You also include the childs name, date of birth, and their SASID. Identify the individuals involved in completing the COS Form, including their role. Youll notice you also need to indicate how information gathered from families is incorporated into the rating. Massachusetts Department of Elementary and Secondary Education26COS Form- Page 227

There is a page of the form for each outcome area. This is a screen shot of the page for Outcome A, Social emotional skills. At the top of the page is a description of the outcome area and the 1-7 rating scale.

Massachusetts Department of Elementary and Secondary Education27COS Form Page 2 Continued28

This screen shot shows the lower half of the page of the COS form for the social emotional outcome area. Below the rating scale is the space to document the evidence for the rating. On this form, there are different sections for each type of evidence. We will discuss this in further detail later in this presentation but a childs skills can be described as age-appropriate, immediate foundational, and foundational.

Massachusetts Department of Elementary and Secondary Education28COS Form Page 2 Continued29

This question will be answered when completing the exit rating.

Here is a screenshot of the bottom of the social emotional outcome page. At the bottom of each outcome page is the yes/no progress question. This question asks whether or not the child has gained at least one new skill in this outcome area and should only be answered at exit. Please note that you will need to use a new form each time you complete the child outcomes summary process. Exit ratings should not be completed on the same form as the entry ratings.

Massachusetts Department of Elementary and Secondary Education29The Process for Answering Questions 1a, 2a, 3aFor each outcomeDiscuss the childs current functioning in this outcome area across settings and situationsIdentify areas where the childs functioning is age appropriateIf not all functioning is age appropriate, identify areas where the childs functioning reflects immediate foundational skillsDecide which rating best describes the childs current functioning 30

30For each outcome you will need to discuss the childs current functioning in the outcome area across settings and situations. Using an age anchoring resource, identify areas where the childs functioning is age appropriate. If not all functioning is age appropriate, identify areas where the childs functioning reflects immediate foundational skills. And last, as a team, decide which rating best describes the childs current functioning.

Selecting a Rating

In the next section lets review how you select the appropriate rating

Massachusetts Department of Elementary and Secondary Education31Looking at Development32

32The concepts of age-expected skills, immediate foundational skills, and foundational skills play an important role in determining the rating for each outcome area. The Early Childhood Technical Assistance Center has developed a clear description of these levels of functioning. Lets start on the right side of this slide with age-expected skills and move towards foundational skills.

Some of the skills and behaviors that develop early serve as the foundation for later skills and behavior, or expressed another way, later skills build on earlier skills in predictable ways. Teachers and therapists can use the earlier skills to help children move to the next higher level of functioning developmentally. We refer to these earlier skills that serve as the base and are conceptually linked to the later skills, as foundational skills. For example, children play alongside one another before they interact in play. Development in the early childhood years proceeds through several levels of foundational skills with skills and behavior becoming more complex and more proficient as children get older. All skills that lead to higher levels of functional are foundational skills, however, the set of skills and behavior that occur developmentally just prior to age-expected functioning can be described as the immediate foundational skills in that they are the most recent set of foundational skills that children master and move beyond. A child whose functioning is like that of a younger child is probably showing immediate foundational skills. Her functioning does not meet age expectations, but she demonstrates skills and behaviors that occur developmentally just prior to age expected functioning and are the basis on which to build age-expected functioning.

7 CompletelyChild shows functioning expected for his or her age in all or almost all everyday situations that are part of the childs life

Functioning is considered appropriate for his or her age

No one has any concerns about the childs functioning in this outcome area33

Using those definitions of functioning lets move to the 7-point rating scale used in the Child Outcomes Summary Process. A rating of 7 means completely. A child shows functioning expected for his or her age in all or almost all everyday situations that are part of the childs life. The childs functioning is considered appropriate for his or her age and no one has any concerns about the childs functioning in this outcome area.

336 Between completely and somewhatChilds functioning generally is considered appropriate for his or her age but there are some significant concerns about the childs functioning in this outcome area

These concerns are substantial enough to suggest monitoring or possible additional support

Although age-appropriate, the childs functioning may border on not keeping pace with age expectations34

A rating of 6 means between completely and somewhat. Children with this rating have functioning that is generally considered appropriate for his or her age but there are some significant concerns about the childs functioning in this outcome area. These concerns are substantial enough to suggest monitoring or possible additional support. Although age-appropriate, the childs functioning may border on not keeping pace with age expectations.Massachusetts Department of Elementary and Secondary Education345 SomewhatChild shows functioning expected for his or her age some of the time and/or in some settings and situations

Childs functioning is a mix of age-appropriate and not age-appropriate behaviors and skills

Childs functioning might be described as like that of a slightly younger child35

A rating of 5 is the first time we see functioning that is not completely age appropriate. Children with this rating show functioning expected for his or her age some of the time and/or in some settings and situations. The childs functioning is a mix of age-appropriate and not age-appropriate behaviors and skills. A child with this ratings functioning might be described as like that of a slightly younger child.

Massachusetts Department of Elementary and Secondary Education354 Between somewhat and nearlyChild shows occasional age-appropriate functioning across settings and situations

More functioning is not age-appropriate than age-appropriate36

Similar to the rating of 5, a four indicates a mix of age-appropriate and not age-appropriate functioning. However, there is a shift in that more functioning is NOT age appropriate than age-appropriate.

Massachusetts Department of Elementary and Secondary Education363 NearlyChild does not yet show functioning expected of a child of his or her age in any situation

Child uses immediate foundational skills, most or all of the time across settings and situations

Immediate foundational skills are the skills upon which to build age-appropriate functioning

Functioning might be described as like that of a younger child37

A rating of 3 indicates that a child shows no age appropriate functioning. If a child has no age appropriate functioning in an outcome area they should not be assigned a rating higher than a 3. A rating of 3 indicates that a child uses immediate foundational skills, most or all of the time across settings and situations. This childs functioning might be described as like that of a younger child.

Massachusetts Department of Elementary and Secondary Education372 Between nearly and not yetChild occasionally uses immediate foundational skills across settings and situations

More functioning reflects skills that are not immediate foundational than are immediate foundational38

A rating of 2 indicates that the child occasionally uses immediate foundational skills but more functioning than not reflects skills that are not immediate foundational than are immediate foundational.

Massachusetts Department of Elementary and Secondary Education381 Not yetChild does not yet show functioning expected of a child his or her age in any situation

Childs functioning does not yet include immediate foundational skills upon which to build age-appropriate functioning

Child functioning reflects skills that developmentally come before immediate foundational skills

Childs functioning might be described as like that of a much younger child39

A rating of 1 indicates a child does not yet show functioning expected of a child his or her age in any situation. The childs functioning does not yet include immediate foundational skills upon which to build age-appropriate functioning. The childs functioning reflects skills that developmentally come before immediate foundational skills and it might be described as like that of a much younger child3940EntryExit

Age-expected development

40This is a helpful visual to understand the relationship between the numeric ratings and development. Starting at the bottom of the stacked bands is the rating of 1 and moving to the top with a rating of 7. Across the bottom is the childs age in months. Each of the rating bands gets wider as you move from left to right reflecting that the expectations for each rating are higher as the child gets older.

The dotted line between the ratings of 5 and 6 indicating that a rating of 6 or 7 means that a childs functioning across settings and situations is age appropriate and a rating of 5 or lower indicates that a child has at least some functioning that is not age-appropriate. What is important to note here is that as a child gets older the expectations for skills to receive the same rating get higher. This makes sense because the expectations for a 5 year old are different than the expectations for a three year old and the ratings are based on the relationship between a childs current functioning and age expected functioning.

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http://ectacenter.org/eco/assets/pdfs/Decision_Tree.pdf

41There is a terrific resource from ECTA called the decision tree, which when used with age anchoring resources, can be very helpful in determining the appropriate rating in an outcome area. There is a link to this resource on the bottom of this slide. Lets walk through how to identify one rating using the evidence you have collected representing a childs functioning across settings and situations. The first question is: Does the child ever function in ways that would be considered age-appropriate with regard to this outcome? If the answer is no then you move down the left-hand side of the decision tree. The next question in this flow is: Does the child use any immediate foundational skills related to this outcome upon which to build age-appropriate functioning across settings and situations? If the answer is no you would give a child a rating of one in that outcome area.

Checking for Quality - RatingsRatings on all three outcomes should be reported for every child

Ratings are needed in all areas even if: No one has concerns about a childs development.A child has delays in one or two outcome areas, but not in all three outcome areas42

42After you have identified the ratings for each outcome on the COS Form it is important to check the form for quality. There should be ratings on all three outcomes and ratings are needed in all areas even if no one has concerns about a childs development or a child has delays in one or two outcome areas, but not in all three outcome areas.

Checking for Quality - Documenting the RatingOn the form, documentation needs to include:What evidence led to the selected rating, evidence of ..Age expected functioning?Immediate foundational skillsSkills and behaviors that will lead to immediate foundational skillsWho participated in the conversation and the decisionDocumentation provides a record of the rationale for the rating decision43

43When checking for quality on the COS Form it is also important to check for the documentation of the rating. On the form, documentation needs to include:What evidence led to the selected rating, evidence of Age expected functioning,Immediate foundational skills, and/or skills and behaviors that will lead to immediate foundational skills depending on the rating. Who participated in the conversation and the decision should also be documented. This documentation provides a record of the rationale for the rating decision.

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

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44It is important to document the evidence for the rating because the evidence can be reviewed to see whether people are using the system properly (i.e., rating similar children in the same ways). The documentation also helps identify needs for future training and technical assistance and may be useful for new team members reviewing the file.

Checking for Quality - The Progress Questions (1b, 2b, 3b) Apply only if a Child Outcomes Summary Form has been completed previouslyDo not complete at entryHas the child shown any new skills or behaviors in the outcome area since the last rating? (Yes or No)Small steps of progress count! Most will select Yes45

45The progress questions (1, 2, and 3b) apply only at exit and should not be completed at entry. The progress question asks if a child has gained at least one new skill in an outcome area since the last rating. Remember, that small steps count. We want to make sure children receive credit for every bit of progress they make in your programs!

Checking for Quality Completeness of the FormAll information is completed (i.e. name, DOB, people involved, family input)Evidence for all ratings, that support each of the ratingsRatings completeProgress question answered at exit

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Lastly, you want to check for the completeness of the form. Make sure all information is completed (i.e. name, DOB, people involved, family input), there is evidence for all ratings, that support each of the ratings, the ratings are complete, and at exit, that the progress question has been answered.

Massachusetts Department of Elementary and Secondary Education4647The Child Outcomes Summary (COS) Process

Heres one last overview of the COS Process as we revisit the flow chart describing the process we have been reviewing throughout the presentation. Beginning at the top, children ages 3-5 start special education services (Aug. 1 Dec. 31). Data is collected about functioning across settings and situations (including from families). The COS team meets to discuss functioning, complete the COS Form, and assign a rating for each outcome (ideally within 4-6 weeks of starting services). January Entry data from the COS Forms is entered into the data collection spreadsheet and submitted to ESE. Exit data is collected as students exit the program and reported annually to ESE in June.

Massachusetts Department of Elementary and Secondary Education47Resources: Early Childhood Technical Assistance CenterAssessment CrosswalksECTA Center has crosswalked assessment tools to the OutcomesCrosswalks show which sections of assessment are related to each OutcomeThe number of items addressing an Outcome does not necessarily mean that the assessment captures functioning across settingsThe COSF & information on how to complete itOther resources on Early Childhood Outcomeswww.ectacenter.org

48The Early Childhood Technical Assistance center has a number of resources on the COS Process. One that may be of interest is their assessment crosswalks. ECTA has taken common assessments such as Teaching Strategies Gold and crosswalked assessment items to the three outcomes. While no one assessment is sufficient for completing the COS process, this can be a helpful resource. There is also information on the Child Ourcomes Summary Form and other resources on the early childhood outcomes. They can all be accessed through the link to the ECTA center on this slide.

Massachusetts Department of Elementary and Secondary Education48Resources: Early Childhood Technical Assistance CenterOutcomes Measurement PD Resources: http://ectacenter.org/eco/pages/training_resources.asp

Overview of the COS Process from ECTA: http://ectacenter.org/eco/assets/docs/COSF_overview.rtf

The Child Outcomes Step-by-Step Video:http://ectacenter.org/eco/pages/videos.asp

Outcome Rating Definitions: http://ectacenter.org/eco/assets/pdfs/Definitions_Outcome_Ratings.pdf

The Ratings Decision Tree: http://ectacenter.org/eco/assets/docs/Decision_Tree.doc

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Here are links to some additional resources on the ECTA website, including the decision tree described earlier. These include PD resources, an overview of the COS process, the child outcomes step by step video, the outcome ratings definitions, and the decision tree.

Massachusetts Department of Elementary and Secondary Education49Contact Information for Indicator 7Primary Contact: Sarah GeldartSarah.geldart@doe.mass.edu 781.338.3364

Additional Contact: Lauren Vivianilviviani@doe.mass.edu 781.338.3372

50Finally, here is the contact information for Indicator 7. Sarah Geldart is the primary contact and can be reached at Sarah.Geldart@doe.mass.edu or 781.338.3364.

Massachusetts Department of Elementary and Secondary Education50