Improving Systems, Practices, and Outcomes

Child Outcomes Summary (COS) Process

The Child Outcomes Summary (COS) summarizes information on a child's functioning in each of the three child outcome areas using a 7-point scale. With the COS process, a team of individuals who are familiar with a child (including parents) can consider multiple sources of information about his/her functioning, including parent/provider observation and results from direct assessment.

Photograph: A female toddler holds up the end of a carrot during snack time. (Photograph by Alex Lazara)

Additionally, the COS process allows early intervention and early childhood special education programs to synthesize information about children across different assessment tools to produce data that can be summarized across programs in the state, as well as across states for a national picture.

Definitions for Child Outcomes Summary (COS) Ratings
Overall Age-Apprpropriate 7
  • Child shows functioning expected for his or her age in all or almost all everyday situations that are part of the child's life.
  • No one on the team has concerns about the child's functioning in this outcome area.
6
  • Child's functioning generally is considered appropriate for his or her age, but there are some significant concerns about the child's functioning in this outcome area.
  • Although age-appropriate, the child's functioning may border on not keeping pace with age expectations.
Overall Not Age-Apprpropriate 5
  • Child shows functioning expected for his or her age some of the time and/or in some settings and situations.
  • Child's functioning is a mix of age-expected and not age-expected behaviors and skills.
  • Child's functioning might be described as like that of a slightly younger child.
4
  • Child shows occasional age-appropriate functioning across settings and situations.
  • More functioning is not age-expected than age-expected.
3
  • Child 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.
  • Functioning might be described as like that of a younger child.
2
  • Child occasionally uses immediate foundational skills across settings and situations.
  • More functioning reflects skills that are not immediate foundational than are immediate foundational.
1
  • Child does not yet show functioning expected of a child his or her age in any situation.
  • Child's functioning does not yet include immediate foundational skills upon which to build age-appropriate functioning.
  • Child's functioning might be described as like that of a much younger child.
Artwork: A childlike drawing of children, pens, pencils and paintbrushes, helicopters, apples, clouds, clocks, musical instruments.

COS Process Online Module: Collecting and Using Data to Improve Programs

The ECTA Center and DaSy Center developed an online learning module that provides key information about the COS process, and the practices that contribute to consistent and meaningful COS decision-making. Over the course of multiple sessions, participants learn about:

  • why child outcomes data are collected;
  • the key features of the COS process;
  • the essential knowledge needed to complete the COS process;
  • how the three child outcomes are measured through the process;
  • how to identify accurate COS ratings using a team-based process;
  • the importance of comparing children’s current functional performance to age-expected functioning;
  • when and how to measure progress in the three child outcome areas; and
  • how to document ratings and evidence to support those ratings in COS documentation.

After registering for the module, you will be automatically redirected to it. The module is self-paced, so you can access it as many times as you need to.

See also: COS Professional Development Resources, Self-Directed Learning

Integrating the Child Outcomes Summary Process Module into State Professional Development Platforms (COS Module-PDP)

At the request of many Part C and Section 619 state staff, ECTA and DaSy have created a version of the online module that can be integrated into a professional development (PD) platform thereby allowing a state to manage engagement; track participants; provide certificates; and incorporate state-specific content. The COS Module-PDP version contains all the content and functionality of the original online module, but it is self-contained, portable, and locally executable. Note that some exceptions or conditions will apply and are explained below in the Terms of Use.

For questions about the COS Module-PDP or to request support, contact Kellen Reid at kellen.reid@unc.edu

The purpose and content of the COS Module-PDP is identical to that of the online version of the module provided through ECTA and DaSy but provides the portability and interoperability necessary for integration into an existing learning management system (LMS).

The COS Module-PDP enables a state Part C or Part B Section 619 program to provide COS process training that is integrated into their state’s LMS thus allowing the program to manage and track the usage of this PD. For instance, the COS Module-PDP can be setup as a course within a compatible LMS to provide credit and/or track the completion of those who may be required or encouraged to complete this training.

The integration of the COS Module-PDP into a LMS will also give the state staff the control needed to seamlessly tie-in or wrap-around related state-specific learning objectives, resources, assessments, completion certificates/credits, and/or follow-up training, as possible, depending on the capability of the LMS.

The DaSy and ECTA Center products, including the Child Outcomes Summary (COS) Module, are available in the public domain as a packaged module. In general, permission is not given to edit or delete the content. Depending on the source of certain materials within the COS Module-PDP, licenses or other contractual terms restrict alteration, reproduction, or redistribution. State logo, procedures, or supplemental materials may be added. The organization of the activities for each session (i.e., the "Cycle of Instruction") cannot be modified and still retain the names of the components of the cycle or be called the "Cycle of Instruction," which is an evidence-based online adult learning structure developed by the Johns Hopkins University School of Education Center for Technology in Education. Acknowledgement must be included as shown in the Session 6 "Just for Me Activity".

The restrictions include:

  • The organization of the activities for each session (i.e., the "Cycle of Instruction") cannot be modified, in part, and retain the names of the components of the cycle or be called the "Cycle of Instruction" as it references the evidence-based online adult learning structure developed by Johns Hopkins University School of Education Center for Technology in Education.
  • Acknowledgement must be included as shown in the Session 6 "Just for Me Activity"
  • Child Outcomes Step-by-Step video (Edelman, 2011) must be linked out and referenced in the overview page.
  • Content cannot be edited or deleted.

Although not a requirement for use, ECTA and DaSy will be contacting states that are using the COS Module-PDP to request data about usage and we hope states will be willing to share such information.

The COS Process Standalone Module will be available upon request to any state Part C or Part B Section 619 program. This version of the module was developed using Articulate® Storyline® 3 and is available in two formats: HTML5 (for the web) or SCORM (versions 1.2 and 2004 for LMS) packages. These packages will contain all the necessary content and coding for the various features/functions (e.g., videos, interactive activities) depending on how you deploy the module. The expectation is that the state has the technical capacity to integrate the COS Module-PDP into their LMS or website but assistance with the integration is available.

ECTA and DaSy can provide TA to support state staff in planning for and implementing the PD strategy in the context of their state system(s), including integrating state-specific resources. TA to support the state early childhood programs will also be available for addressing the items mentioned in the Terms of Use section. Limited IT support will also be available to support the integration of the COS Module-PDP into the LMS.

Converting COS Data to OSEP Progress Categories/Summary Statements

Many states use the COS process to collect child outcomes data for federal reporting purposes. ECTA DaSy developed Interactive Guide to Converting COS Data to OSEP Progress Categories/Summary Statements that explains how the data obtained from the COS process is converted to the child outcomes data that states report annually to the federal government.