Improving Systems, Practices and Outcomes

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Topical COS Professional Development Activities

Background and Purpose

The DaSy/ECTA Child Outcomes Summary (COS) Process Online Module is designed to prepare early intervention (EI) and early childhood special education (ECSE) staff to use the COS process to describe how children are doing on the three child outcomes. We have created a collection of materials to supplement the information in the online module through additional topical activities and resources. The activities focus on aspects of the COS process with which providers most often need additional training and support.

Considerations

It is important to note that these materials are not stand-alone training activities. It is imperative that PD staff ensure those who participate in these training activities first complete the COS Process Online Module. ECTA staff are available to provide technical assistance to help PD staff consider how to use the materials presented on this page and determine strategies for individualizing training for specific audiences and formats. For assistance, please email ectacenter@unc.edu. Prior to selecting any activity, PD staff should ensure that the content is consistent with their state's COS policies and procedures and adapt, if necessary (e.g., add information about the state's COS policies and procedures).

Organization of the Materials

The materials on this page are organized into COS process topical sections. Each section includes activities (with instructions, handouts, and supplemental resources) that can be used to enhance EI and ECSE practitioners' understanding of a particular aspect of the COS process addressed in the online module. The activities in each section are classified for either an EI or ECSE audience, or both, but any activity may be adapted to present to both audiences together.

The following topics are included in the collection of training activities:

General COS Activities. Provides background information for those new to child outcomes measurement and/or the COS process.
Assessing Functional Skills. Focuses on how to gather and consider information about a child's functional skills in everyday settings and across daily activities/routines.
Age Anchoring. Addresses the process by which the COS team compares the child's functioning to age-expected development.
Using the 7-Point Scale. Reinforces an understanding of the criteria for each point on the COS 7-point rating scale.

General COS Activities

Activity Title	Learning Objective	EI, ECSE or Both	Instructions, Handouts, & Supplemental Resources
Why Collect Child Outcomes Data?	Participants will identify the various purposes and uses of child outcomes measurement.	Both	For trainer: Why Collect Outcomes Data? (Streaming) Why Collect Outcomes Data? For participants: Section 1 of Early Childhood Outcomes Measurement Pop Quiz
Understanding the Three Child Outcomes	Participants will: identify the content of the three child outcomes. identify the difference between functional outcomes and discrete (or isolated) skills.	Both	For trainer: Outcomes Step-by-Step (video available to stream or download) Understanding the Three Child Outcomes (Streaming) Understanding the Three Child Outcomes Outcomes Jeopardy PowerPoint Game Outcomes Jeopardy Answer Key For participants: Functional Skills and Behaviors Handout Outcomes Jeopardy Answer Sheet
Assessing the Three Child Outcomes	Participants will: identify the differences between the evaluation process for eligibility purposes and functional assessment of the three outcome areas for program planning and accountability purposes. identify how formal assessment instruments can be used in the context of assessing child outcomes.	Both	For trainer: Assessing the Three Child Outcomes (Streaming) Assessing the Three Child Outcomes For participants: Introduction to Crosswalks Review of Crosswalks Activity

Activity Title

Learning Objective

EI, ECSE or Both

Instructions, Handouts, & Supplemental Resources

Why Collect Child Outcomes Data?

Participants will identify the various purposes and uses of child outcomes measurement.

Both

For trainer:

For participants:

Section 1 of Early Childhood Outcomes Measurement Pop Quiz

Understanding the Three Child Outcomes

Participants will:

identify the content of the three child outcomes.
identify the difference between functional outcomes and discrete (or isolated) skills.

Both

For trainer:

Outcomes Step-by-Step (video available to stream or download)
Understanding the Three Child Outcomes (Streaming)
Understanding the Three Child Outcomes
Outcomes Jeopardy PowerPoint Game
Outcomes Jeopardy Answer Key

For participants:

Assessing the Three Child Outcomes

Participants will:

identify the differences between the evaluation process for eligibility purposes and functional assessment of the three outcome areas for program planning and accountability purposes.
identify how formal assessment instruments can be used in the context of assessing child outcomes.

Both

For trainer:

For participants:

Assessing Functional Skills

Activity Title	Learning Objective	EI, ECSE or Both	Instructions, Handouts, & Supplemental Resources
Using Assessment Data in the COS Process: Jack's Narrative	Participants will demonstrate their ability to apply information from assessment of skills to the COS process, including identifying assessment information that is valuable to the process and information that is still needed about the child's functioning in an outcome area. Activity time: 30 minutes	EI	For trainer: Activity Instructions Activity Answer Key For participants: Activity Sheet
What are Functional Skills and Behaviors?	Participants will identify the difference between isolated (discrete) skills and functional skills to better understand and assess children's every day functioning. Activity time: 30 minutes	Both	For trainer: Activity Instructions Activity Answer Key For participants: Functional Skills and Behaviors Handout Activity Sheet
Child Outcomes Instrument Crosswalks	Participants will review assessment tools and extract meaningful information from them for each of the three outcomes. Activity time: 30 minutes	Both	For trainer: Activity Instructions For participants: Introduction to the ECO "Crosswalks" of Birth-to-Five Assessment Instruments to Early Childhood Outcomes Completed Instrument Crosswalks
Authentic Assessment: Table Talk	Participants will examine their program's current practices related to authentic assessment. Activity time: 30 minutes	Both	For trainer: Activity Instructions For participants: Authentic Child Assessment Practices Checklist Activity Sheet

Age Anchoring

Activity Title	Learning Objective	EI, ECSE or Both	Instructions, Handouts, & Supplemental Resources
Age Anchoring Guidance for Determining Child Outcomes Summary (COS) Ratings	Participants will obtain answers to commonly asked questions about age anchoring children’s functional skills for the COS process and have access to examples of how the guidance applies in practice.	Both	Age Anchoring Guidance for Determining Child Outcomes Summary (COS) Ratings
Understanding Age-Expected Skills and Behaviors	Participants will age anchor skills and behaviors for a 30-month old using an age-expected child development resource/tool. Activity time: 30 minutes	EI	For trainer: Activity Instructions Activity Answer Key Age-Expected Child Development Resources For participants: Activity Sheet
Age Anchoring Tyler's Skills and Behaviors (13 months)	Participants will demonstrate the ability to age anchor a 13-month-old child's skills and behaviors in the three outcome areas using video observations and age anchoring tools and resources. Activity time: 20 minutes	EI	For trainer: Activity Instructions Tyler at 13 Months Video For participants: Developmental Progressions and the Child Outcomes Summary Process 7-Point Rating Scale Age Expected Child Development Resources
Age Anchoring Nolan's Skills and Behaviors (36 months)	Participants will demonstrate the ability to age anchor a 36-month-old child's skills and behaviors in the three outcome areas using video observations and age anchoring tools and resources. Activity time: 25 minutes	ECSE	For trainer: Activity Instructions Nolan at 36 Months Video (scroll to the bottom of the page for the Nolan's Story video) For participants: Developmental Progressions and the Child Outcomes Summary Process 7-Point Rating Scale Age Expected Child Development Resources

Using the 7-Point COS Scale

Activity Title	Learning Objective	EI, ECSE or Both	Instructions, Handouts, & Supplemental Resources
Who Wants to be a 7-Point Rating Scale Millionaire?	Participants will demonstrate understanding of the criteria for ratings on the COS 7-point rating scale, including the definitions of age-expected, immediate foundational and foundational skills. Activity time: 30 minutes	Both	For trainer: Activity Instructions PowerPoint Presentation For participants (optional): Definitions for Outcome Ratings handout
7-point Rating Scale Jeopardy!	Participants will demonstrate understanding of the criteria for ratings on the COS 7-point rating scale. Activity time: 15 minutes	Both	For trainer: Activity Instructions Activity Answer Key PowerPoint Presentation For participants (optional): Blank Score Sheet
7-Point Rating Scale Face-Off	Participants will identify the rating on the COS 7-point rating scale that describe written examples of children's functioning. Activity time: 30 minutes	EI	For trainer: Activity Instructions Answer Sheet For participants: Activity Sheet Definitions for Outcome Ratings handout
Small Group COS Process Practice Activity (or Make Your Own COS Case Study)	Participants will practice team rating discussions based on information about actual children provided by other participants.	Both	Activity Instructions Handouts: Child Outcomes Summary Form Instructions for completing the COSF COSF Discussion Prompts Decision Tree Resource: Individual State COSF form (if appropriate)

Frequently Used Resources

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 H326P170001 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.