Massachusetts Department of Elementary and Secondary Education 1

Transcription

1 Hello and thank you for joining me for this overview of Indicator 7 and the child Outcomes Summary Process. 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. Secondary Education 1

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

3 Each 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. 3

4 So 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); and Use of appropriate behaviors to meet their needs

5 Outcome 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. Secondary Education 5

6 Outcome 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 Secondary Education 6

7 Outcome 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. Secondary Education 7

8 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. Secondary Education 8

9 As 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.

10 Now let s move to the Child Outcomes Summary Process or COS Process Secondary Education 10

11 In order to be able to collect information on children s 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 child s functioning on a scale of 1-7. It considers the child s 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 child s functioning to same age peers. 11

12 This 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. 12

13 The 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. 13

14 The COS Process uses a 7-point rating scale. The ratings are based on the child s functioning across settings and situations and compares a child s functioning with what is expected given the child s 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? 14

15 The 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 15

16 In order to ensure that the entry ratings represent a accurate snapshot of a child s 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. Secondary Education 16

17 This slide provides a brief overview of the timing of the COS Process for entry data collection which occurs in your first year of Indicator 7 data collection. Entry data is collected on children who start special education services between August 1 and May 31 of your cohort s assigned year. Schools and programs collect information about a child s functioning across settings and situations, including from families, and ideally within 4-6 weeks of the student starting services.cos team meets to complete the COS form for each child. Entry data from the COS Form is transferred to the ESE SmartForm Secondary Education 17

18 This slide provides an overview of the exit data collection process in years 1, 2, and 3, of Indicator 7 data collection.. As students for whom entry data was collected exit the program the district should collect information about the child s current level of functioning across settings and situations, including from families. The COS team meets to discuss the child s functioning across settings and situations and complete the COS Form. Exit data for each child for whom entry data was collected should be transferred from the COS Form to the ESE SmartForm. Secondary Education 18

19 Entry data is due in June of the first year of data collection for Indicator 7. Exit data for any student who both entered and exited the program in year 1 should also be submitted in June of year 1. The SmartForm is submitted to ESE via the Security Portal Exit data is collected as students exit the program. In June of year 2 districts should submit exit data on any student for whom entry data was collected who left the program since the last exit data reporting. This data should be added to the SmartForm and submitted to ESE via the security portal. In June of year 3 districts submit exit data for all remaining students for whom entry data was collected who have exited the program since the last exit data reporting. For additional information on the ESE reporting requirements for your district, including how to use the SmartForm please review the additional Indicator 7 training video available on our website. Secondary Education 19

20 The next section of the presentation addresses where programs can get the information they need about the student to complete the COS Process Secondary Education 20

21 Let s revisit the flow chart detailing the COS process we looked at a moment ago. We will begin with the third step, collecting information about children s functioning across settings and situations, including from families. Secondary Education 21

22 The 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. 22

23 Collecting 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. 23

24 There are 5 key pieces of knowledge that are necessary to complete the COS process: Among them, COS team members must: know about the child s 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 child s culture. 24

25 However, 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. 25

26 As we discussed earlier, it is important to understand age-expected functioning in order to be able to use the rating scale to identify child s 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. 26

27 Let s revisit the flow chart detailing the COS process we looked at earlier. We are on the fourth step. Now that we understand what information is necessary to complete the process let s move to the completion of the form and the identification of a rating. Secondary Education 27

28 The 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) website 28

29 Here is a screenshot of the cover page of the form which is completed using the child s 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 child s name, date of birth, and their SASID. Identify the individuals involved in completing the COS Form, including their role. You ll notice you also need to indicate how information gathered from families is incorporated into the rating. Secondary Education 29

30 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. Secondary Education 30

31 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 child s skills can be described as ageappropriate, immediate foundational, and foundational. Secondary Education 31

32 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. Secondary Education 32

33 For each outcome you will need to discuss the child s current functioning in the outcome area across settings and situations. Using an age anchoring resource, 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. And last, as a team, decide which rating best describes the child s current functioning. 33

34 In the next section let s review how you select the appropriate rating Secondary Education 34

35 The 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. Let s 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. 35

36 Using those definitions of functioning let s 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 child s life. The child s functioning is considered appropriate for his or her age and no one has any concerns about the child s functioning in this outcome area. 36

37 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 child s functioning in this outcome area. These concerns are substantial enough to suggest monitoring or possible additional support. Although ageappropriate, the child s functioning may border on not keeping pace with age expectations. Secondary Education 37

38 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 child s 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. Secondary Education 38

39 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. Secondary Education 39

40 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 child s functioning might be described as like that of a younger child. Secondary Education 40

41 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. Secondary Education 41

42 A rating of 1 indicates a child does not yet show functioning expected of a child his or her age in any situation. The child s functioning does not yet include immediate foundational skills upon which to build age-appropriate functioning. The child s functioning reflects skills that developmentally come before immediate foundational skills and it might be described as like that of a much younger child 42

43 This 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 child s 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 child s 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 child s current functioning and age expected functioning. 43

44 There 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. Let s walk through how to identify one rating using the evidence you have collected representing a child s 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. 44

45 After 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 child s development or a child has delays in one or two outcome areas, but not in all three outcome areas. 45

46 When 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. 46

47 It 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. 47

48 The 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! 48

49 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. Secondary Education 49

50 This slide provides a brief overview of the timing of the COS Process for entry data collection which occurs in your first year of Indicator 7 data collection. Entry data is collected on children who start special education services between August 1 and May 31 of your cohort s assigned year. Schools and programs collect information about a child s functioning across settings and situations, including from families, and ideally within 4-6 weeks of the student starting services.cos team meets to complete the COS form for each child. Entry data from the COS Form is transferred to the ESE SmartForm Secondary Education 50

51 This slide provides an overview of the exit data collection process in years 1, 2, and 3, of Indicator 7 data collection.. As students for whom entry data was collected exit the program the district should collect information about the child s current level of functioning across settings and situations, including from families. The COS team meets to discuss the child s functioning across settings and situations and complete the COS Form. Exit data for each child for whom entry data was collected should be transferred from the COS Form to the ESE SmartForm. Secondary Education 51

52 The 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. Secondary Education 52

53 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. Secondary Education 53

54 Questions? Please contact the Special Education Planning and Policy office at Secondary Education 54