Maryland State Department of Education Division of Special Education/Early Intervention Services Title: Authentic Assessment, Child Outcomes, & the Connection Section 2 Delivered By: Naomi Younggren Date: March 2018 Slide Script 1 Slide title: Authentic Assessment, Child Outcomes, & The Connection Slide text: Authentic Assessment, Child Outcomes, & The Connection Naomi Younggren, PhD March 2018 Slide image: Red Oval with II. COS Essential Knowledge Script: Welcome to part 2 of our three part webinar on authentic assessment, the child outcomes summary or COS process, and the connection between authentic assessment and COS 2 Slide title: Slide image: VENN Diagram. Left circle: I. Authentic Assessment Essential Knowledge Right circle: II. COS Essential Knowledge Center circle: III. Using AA for COS Script: In this second part of our webinar we’ll review essential knowledge practitioners need for the child outcomes summary process. Of course part of COS essential knowledge, is authentic assessment, which we reviewed in section one of this three part webinar. 3 Slide title: II. COS Essential Knowledge Slide image: Left side red oval with the title text. Slide text:
Left side: II. COS Essential Knowledge Right side: Why do we measure outcomes? What are the 3 Child Outcomes? How are AE, IF, and F figured? What is the COS Scale? What’s the connection with Family outcomes? Script: To start, let’s review *what authentic assessment is,* why it’s so important in the early intervention and preschool special education systems, and *how it is done. 4 Slide title: 1. Why do we measure outcomes? Slide text: Slide image: Three girls sitting on a park bench arms reaching around each other. Script: So,, “why are we measuring child outcomes?” How would you respond to this question? What are the reasons for doing this across early intervention and preschool special education systems? 5 Slide title: Slide text: “To enable young children to be active & successful participants during the early childhood years & in the future in a variety of settings – in their homes with their families, in child care, in preschool or school programs, & in the community.” Slide image: Football goal with a large football between the posts. Slide text is on the football. Script: One big reason for measuring outcomes, is to know if we are meeting the overarching goal. Stated here is the overarching goal of EI and preschool special education “To enable young children to be active & successful participants during the early childhood years & in the future in a variety of settings – in their homes with their families, in child care, in preschool or school programs, & in the community.” We want this ball in the goal! In order to achieve this overarching goal young children need to be successful in each of the three child outcome areas. And to know if we are meeting this we have to measure it. 6 Slide title: Slide text:
Taking care of and communicating basic needs Contributing to own health and safety Getting from place to place and using tools Describe how the child does the following: • Moves place to place to participate in activities and routines • Seeks help when necessary to move from place to place • Manipulates materials to participate in learning opportunities and shows independence • Appropriately uses objects (e.g., forks, sticks, crayons, clay, other devices) as tools Uses gestures, sounds, words, signs or other means to communicate wants and needs • Meets self-care needs (e.g., feeding, dressing, toileting) • Seeks help when necessary to assist with basic care needs • Follows rules related to health and safety Consider how the child does these across settings: • Gets from place to place • Assists with or engages in dressing, eating, toileting or hygiene tasks • Conveys needs, desires, and preferences • Responds to challenges • Responds to delays in getting what he/she w ants • Gets what he/she wants (e.g., toys, food, attention) • Shows awareness of or responds to situations that may be dangerous • Amuses himself/herself seeks out something fun Does the Child? Move around to get things? Move his/her body? Use hands and fingers to manipulate toys and things? Communicate what he/she wants? Sleep? Use the potty? Take care of basic needs such as feeding, dressing, and potty training? Contribute to his/her own health and safety? Follow rules related to safety (e.g., hold hands, stop, understands hot)?
Child Outcomes Summary (COS) Ratings and Maryland COS Descriptions Beginning at the top Four columns of information Text qualifier regarding age-appropriateness Buckets with color, volume coding and rating scale Numerical value Descriptor Overall Age appropriateness Complete means Green bucket with AE completely filled 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. Functioning is considered appropriate for his or her age. No one has any concerns about the child’s functioning in this outcome area. Relative to same age peers, ______ has all of the skills that we would expect of a child his age in the area of (outcome[e.g., taking action to meet needs]). Green bucket with AE almost full 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. These concerns are substantial enough to suggest monitoring or possible additional support. Although age-appropriate, the child’s functioning may border on not keeping pace with age expectations. Relative to same age peers, ______ has the skills that we would expect of his age in regard to (outcome); however, there are concerns with how he (functional area that is of concern/quality of ability/lacking skill). Some Not Age-Appropriate/Some Age-Appropriate Somewhat means: Green bucket with AE about 7/ full Yellow buck with IF half full