COS-TC Video Library
Terms of Use: These videos contain real-life excerpts of COS meetings with families. They are intended to be used by trainers in conjunction with the COS-TC Quality Practices Checklist and Descriptions to support providers in assessing and enhancing their professional practice. These videos should not be used for training outside of the COS-TC, nor to assess family participation. You may not excerpt, edit, alter, transform or build upon any of the videos.
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I.1. Planning for the COS — Buddy
This video shows two providers preparing for the child's COS rating. They have collected assessment information, reviewed the child's Present Levels of Development (PLOD) and talked with the child's mother and other adults in his life. The parent is not present for this meeting, although her input is mentioned frequently in the video. You will also hear these team members discussing plans for a future meeting with the family. These individuals have worked together before and demonstrate a confident level of understanding of the COS process.
II.1. Explaining the COS Process to Families — Alyssa
This video shows a provider and both of the child's parents meeting in the family home. The provider explains why the COS information is collected and how it is used, gives brief definitions of the three child outcomes, and checks for parent understanding. The second provider was not able to attend this meeting but did provide input which this provider shares later in the meeting (not included in this clip).
II.2. Explaining the COS Process to Families — Braylon
This video shows two providers and a mother meeting in the family home. One provider explains why the COS information is collected, how it is used and gives brief definitions of the three child outcomes. The other provider interacts with the child during the meeting.
III.1. Understanding Child Functioning — Lucas, Outcome 3
This video clip shows team collaboration between two providers and a mother. The team is having a rich discussion about the child's functioning to take appropriate action to meet his needs (Outcome 3). The meeting takes place on the patio of the family home, and the second provider is videotaping the conversation. Even though she cannot be seen on camera, she should be considered part of the team when watching the video. Additional challenges to the team process include the needs of the three-year-old child as he explores, jumps, interacts, and plays with the adults while they continue their COS discussion.
III.2. Understanding Child Functioning — Jeremiah, Outcome 2
This video is an example of team collaboration between two providers and a mother having a discussion of the child's skills and behavior in Outcome 2. The meeting takes place at the family kitchen table. The meeting is recorded with a fish-eye wide-angle lens on the video camera, so although it frequently looks as though one provider is not looking at the parent, she actually is. Additional challenges to the team process include the needs of the children in the room as they play and show interest in the camera, this presents some distraction.
IV.1. Building Consensus for a High-Quality COS Rating — Lucas, Outcome 3
This video shows team collaboration between two providers and a mother using the Decision Tree and team discussion to determine the COS rating on Outcome 3. The meeting takes place on the patio of the family home, and the second provider is videotaping the conversation. Even though she cannot be seen on camera, she should be considered part of the team when watching the video. Additional challenges to the team process includes the needs of the three-year-old child as he explores, jumps, interacts, and plays with the adults while they attempt to continue the COS process discussion.
IV.2. Building Consensus for a High-Quality COS Rating — Jeremiah, Outcome 2
This video shows a parent and two early intervention providers discussing the child's skills in Outcome 2 in order to determine an accurate COS rating using the decision tree. The team is meeting at the family's dining table. The team references the decision tree frequently, considers two possible ratings, and comes to a consensus on the appropriate rating for the outcome. (It should be noted that the video was recorded with a fish-eye (wide-angle) lens, so although it frequently looks as though one provider is not looking at the parent, she actually is.
The contents of these documents were developed under a grant from the U.S. Department of Education, #H373Z120002, and a cooperative agreement, #H326P120002, from the Office of Special Education Programs, U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. DaSy Center Project Officers, Meredith Miceli and Richelle Davis and ECTA Center Project Officer, Julia Martin Eile.