Improving Systems, Practices and Outcomes

Outcomes Measurement: Professional Development Training Activities

Written Child Example- Kim at 17 and 35 Months

  • Estimated Time for Activity: 40-60 minutes
  • Preparation Time: 30 minutes
  • Learning Objective: Participants will demonstrate the ability to use the following core knowledge and skills using a written child example:
    • identifying age-expected, immediate foundational and foundational skills:
    • age anchoring
    • using the 7-point COS rating scale and decision tree to determine a rating for each of the three child outcomes
    • documenting evidence of the rating
  • Description: Through a sequence of activities, small groups read the Kim child example, discuss assessment information, and decide on COS ratings. Participants debrief as a large group, discussing the ratings and rationale, including the suggested ratings and rationale from the ECO Center, and team process.
  • Participant Handouts:
  • Optional Materials for Activity Adaptations:
    • Kim 17 Month Assessment Report for Color Coding
    • Kim Preschool Documentation Activity
  • Trainer Materials:
    • Kim 17 Months Outcomes by Age Expectations
    • Kim 35 Months Outcomes by Age Expectations
  • Instructions: Written Child Example- Kim at 17 and 35 Months

Age Anchoring (Video Example) Activity- Tyler at 12 Months

  • Estimated Time for Activity: 20 minutes
  • Preparation Time: 15-20 minutes
  • Learning Objective: Participants will demonstrate the ability to age anchor children's skills and behaviors in the three outcome areas using video observations and age anchoring tools and resources.
  • Description: The ability to accurately and effectively age anchor children's skills and abilities is critical to the application of the COS 7-point scale and accurate ratings of the child in the three outcome areas.In this activity, participants are asked to brainstorm age expected skills and behaviors for a 12 month old child.The video, "Tyler at 12 Months" is used in this activity to provide participants with the opportunity to observe a child and compare his development to age expected development.
  • Participant Handout: PDF: Immediate Foundational Skills
  • Trainer Materials:
  • Instructions: Age Anchoring (Video Example) Activity- Tyler at 12 Months

Which Outcome Is It?

  • Estimated Time for Activity: 10 minutes
  • Preparation Time: 5-10 minutes
  • Learning Objective: Participants will understand the content of the three child outcomes.
  • Description: This activity contains Power Point slides that may be inserted into any presentation. On each of three slides, information is given about the skills and behaviors in an outcome area, and the subsequent slide identifies which of the three outcomes is represented.
  • Trainer Materials: PPT: Which Outcome Is It?
  • Instructions: Which Outcome Is It?

Who Wants to Be a Millionaire?

  • Estimated Time for Activity: 20 minutes
  • Preparation Time: 15-30 minutes
  • Learning Objective: Participants will demonstrate their understanding of the Child Outcomes Summary 7-point rating scale, the definitions of age expected, immediate foundational and foundational skills, the evidence that supports the rating, and the COS progress question.
  • Description: This activity is presented in a PowerPoint slide formatted after the game show “Who Wants to Be a Millionaire?" The questions are ordered so that easier questions are at the lower dollar amounts, and become increasingly more complex as the dollar amounts rise. The participants provide the question corresponding to the answer. The activity may be completed as a large group with either teams or individuals calling out answers.
  • Trainer Materials: PPT: Who Wants to Be a Millionaire?
  • Instructions: Who Wants to Be a Millionaire?

Outcomes Jeopardy

  • Estimated Time for Activity: 10-15 minutes
  • Preparation Time: 20 minutes
  • Learning Objective: Participants will demonstrate their understanding of the skills included in each of the three child outcomes.
  • Description: Thisactivity is presented in a PowerPoint slide formatted after the game show"Jeopardy." Behind each door on the screen is the answer to aquestion. The participant provides the question corresponding to the answer.Possible responses include, 'What is Outcome 1?' 'What is Outcome 2?' or 'Whatis Outcome 3?' Blank score sheets are available for recording individualresponses, or the activity may be completed as a large group with either teamsor individuals calling out answers. Please note: There is an infant-toddler and a preschool version of this activity.
  • Participant Handout: Jeopardy Score Sheet
  • Trainer Materials:
  • Instructions: PDF: Outcomes Jeopardy Instructions

Rating Scale Jeopardy

  • Estimated Time for Activity: 10-15 minutes
  • Preparation Time: 20 minutes
  • Learning Objective: Participants will demonstrate their understanding of the Child Outcomes Summary 7-point rating scale.
  • Description:This activity is presented in a PowerPoint slide formatted after the game show "Jeopardy." Behind each door on the screen is an answer to a question. The participant provides the question corresponding to the answer. Possible responses include, 'What is a rating of 1?''What is a rating of 2?' 'What is a rating of 3?' etc.Blank score sheets are available for recording individual responses, or the activity may be completed as a large group with either teams or individuals calling out answers.
  • Participant Handout: Jeopardy Score Sheet
  • Trainer Materials:
  • Instructions: PDF: Rating Scale Jeopardy Instructions

Pop Quiz Activity

  • Estimated Time for Activity: 10 minutes
  • Preparation Time: 10 minutes
  • Learning Objective: Trainer or self-assessment of participants' knowledge of:
    • Why states collect outcomes data
    • Content of the three outcome areas
    • Assessing the three child outcomes
    • The 7-point COS scale
    • Looking at outcome data
  • Description: Participants complete a short list of multiple choice questions related to one or more of the content areas listed above.
  • Participant Handout: Pop Quiz questions for one or more topic area
  • Trainer Materials: Pop Quiz answers with explanation
  • Instructions: PDF: Pop Quiz Activity Instructions

What are 'Functional' Skills and Outcomes?

  • Estimated Time for Activity: 30 minutes
  • Preparation Time: 20 minutes
  • Learning Objective: Participants will identify the difference between isolated skills and functional skills in order to better understand and assess children's every day functioning.
  • Description: Measuring the three child outcomes requires an understanding of functional skills and behaviors.In this activity, participants review a list and determine whether the skills are 'functional' or 'isolated.' In a small group, participants discuss their choices, using the handout, 'What is a Functional Outcome?' as guidance.
  • Participant Handouts:
  • Trainer Materials: Functional skills exercise: Answers and explanation
  • Instructions: PDF: Functional Skills and Outcomes Activity Instructions

Implementation Issues Activity

  • Estimated Time for Activity: 20-30 minutes (more time may be needed for a large training)
  • Preparation Time: 5 minutes
  • Learning Objective: Participants will identify issues that influence implementation of the child outcomes measurement process and understand strategies for addressing them.
  • Description: Small groups discuss the issues they have encountered while implementing the COS. Debrief as a large group, sharing implementation issues and possible strategies for addressing issues.
  • Participant Handout: COS implementation issues
  • Instructions: PDF: Implementation Issues Activity Instructions

Review of Crosswalks Activity

  • Estimated Time for Activity: 10-15 minutes, more if reviewing multiple crosswalks
  • Preparation Time: 30 minutes
  • Learning Objective: Participants will know how o look at assessment tools and extract meaningful information for each of the three outcomes.
  • Description: Trainer describes the purpose of the crosswalks and then reviews one or more commonly used assessment tool(s).
  • Participant Handout: Crosswalk(s) for assessment instruments (select one or more of the assessment crosswalks depending on what is used in your state)
  • Trainer Materials: PDF: Introduction to Crosswalks
  • Instructions: PDF: Review of Crosswalks Activity Instructions

Demonstration of COS Team Discussion

  • Estimated Time for Activity: 40-50 minutes
  • Preparation Time: 1 hour
  • Learning Objective: Participants will practice rating discussions based on assessment information provided by other participants. Participants practice describing child skills and behavior, using prompts and questions, and coming to team consensus for the rating on the 7-point scale.
  • Description: The trainer guides this large group activity, in which a participant or group of participants share information about a child's skills and behaviors related to each of the three outcome areas. With trainer facilitation, the large group determines an appropriate rating using the Child Outcome Summary7-point scale and the Decision Tree. In preparation for this activity participants are asked to bring assessment information about a child to present to the large group.
  • Participant Handouts:
  • Trainer Materials: PDF: Guidance for COS Team Discussion
  • Instructions: PDF: Demonstration of COS Team Discussion Activity Instructions

Written Child Example: Ava at 40 months

Small Group COS Practice

  • Estimated Time for Activity: 30-40 minutes
  • Preparation Time: 1 hour
  • Learning Objective: Participants will practice team rating discussions based on information about actual children provided by other participants.
  • Description: Participants work in small groups. One individual in the group shares information about a child with whom s/he works. The group discusses the child's functioning in the three outcome areas and together they decide on COS ratings.
  • Participant Handouts:
  • Instructions: PDF: Small Group COS Process Practice Activity Instructions

Determing Factors that Influence Data Quality

COS Form Quality Review

COS to Federal Progress Categories

Evidence-Inference-Action Activity

  • Estimated Time for Activity: 15-20 minutes
  • Preparation Time: 15 minutes
  • Learning Objective: Participants will demonstrate understanding of reviewing and using COS data for program improvement using the Evidence-Inference-Action model.
  • Description: Small groups review child outcome data (evidence) and discuss possible inference and action.
  • Participant Handout: Evidence-Inference-Action Worksheet
  • Trainer Materials: PPT: Evidence, Inference and Action
  • Instructions: PDF: Activity Instructions

Evidence-Inference-Action Jeopardy

  • Estimated Time for Activity: 10-15 minutes
  • Preparation Time: 20 minutes
  • Learning Objective: Participants will demonstrate their understanding of meaning of evidence, inference, and action as it relates to looking at and using child outcomes data.
  • Description: This activity ispresented in a PowerPoint slide formatted after the game show "Jeopardy."Behind each door on the screen is the answer to a question. The participantprovides the question corresponding to the answer. Possible responses include,'What is Evidence?' 'What is Inference?' or 'What is Action?' Blank scoresheets are available for recording individual responses, or the activity may becompleted as a large group with either teams or individuals calling out answers.
  • Participant Handout: E-I-A Jeopardy Score Sheet
  • Trainer Materials:
  • Instructions: PDF: E-I-A Jeopardy Instructions

Early Childhood Technical Assistance Center

  • CB 8040
  • Chapel Hill, NC 27599-8040
  • phone: 919.962.2001
  • fax: 919.966.7463
  • email: ectacenter@unc.edu

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P120002 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

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