Guidance for Implementing Effective Training and TA on the ...

Guidance for Implementing Effective Training and TA on the ...

Guidance for Implementing Effective Training and TA on the Child Outcomes Summary (COS) Process Improving Data, Improving Outcomes Conference Arlington, VA August 2018 Presentation Team Katrina Martin Early Childhood Technical Assistance Center/ Center for IDEA Early Childhood Data Systems

[email protected] Amy Nicholas Early Childhood Technical Assistance Center/ Center for IDEA Early Childhood Data Systems [email protected] Katie McCarthy Pam Miller Vermont State Agency of Education (Part B 619)

[email protected] Maryland State Department of Education (Part C and Part B 619) [email protected] Kellen Reid Early Childhood Technical Assistance Center/ Center for IDEA Early Childhood Data Systems [email protected] Naomi Younggren Department of Defense (Part C)/

Early Childhood Technical Assistance Center [email protected] 2 Overview of Session To provide an overview of the national resources that are available to support COS training and TA, and how they might be incorporated into ongoing professional development (PD). State presenters will share information about their COS PD systems, including how they are addressing critical staff knowledge and skill development needs and impacts of training efforts on COS data quality. 3

ECTA Center website We g mak ot a eove r! Outcomes TA provided in collaboration with 4 Whats New Separate sections for child and family outcomes with information organized using the same structure/subpages

National Data Analysis State Approaches to Measurement Frameworks & Self-Assessments Calculators & Graphing Templates Video Overview Forms/Instruments Data Use COS process information in its own section COS professional development (PD) resources 5 COS PD Guidance and Resources

4-Part Sequence: 1. 2. 3. 4. Build Knowledge of the COS Process Develop COS Process Skills Assess COS Process Competence Encourage Continuous Improvement on the COS Process 6 COS Process Professional Development Screenshot

7 COS Process Professional Development: Guidance for Preparing and Implementing Effective Training and TA New Designed to support state and local technical assistance (TA) providers in implementing effective professional development (PD) on COS process. 1. Compressive list of PD resources 2. Suggested progression through activities for effective training 3. Support for where to start planning a PD sequence based on provider characteristics and needs

8 COS Process Online Module 9 State/Program-Specific COS Process Policies and Procedures Checklist Screenshot 10 State/Program-Specific COS Process Policies and New Procedures Checklist TA providers can use this checklist to ensure that practitioners understand their state or

program specific COS policies and procedures. 1. Informing Families About the COS 2. Tools Used During the COS Process 3. Timing of the COS Process 4. Teaming During the COS Process

5. Determining and Recording the Rating 6. Special Circumstances for Exit Ratings 7. Sharing Local Program and State Data 11 Applied Practice for COS Skill Building Activity Screenshot

12 New Applied Practice for COS Skill Building Activity Provides activity instructions and written case studies for practitioners applied practice. (Alternatively, participants can share case studies about children and families from their own caseload). Practitioners use the case studies to apply their COS process skills to determine one or more

outcomes ratings and have an opportunity to ask questions and reflect on the COS process. 13 Topical COS PD Activities Screenshot 14 Topical COS PD Activities Supplemental PD materials organized into COS process topical sections. Each section includes activities (with instructions, handouts, and supplemental resources) that can be used to enhance practitioners' understanding of a

particular aspect of the COS process. 1. General COS Activities 2. Assessing Functional Skills 3. Age Anchoring 4. Using the 7-Point Scale 15 New COS Process Age Anchoring Guidance Provides answers to commonly asked questions about age anchoring as it applies to the COS process. Offers guidance on how to accurately age

anchor a childs functional skills and illustrates this guidance through practical examples. 16 Child Outcomes Summary Team Collaboration (COS-TC) Screenshot 17 Child Outcomes Summary Team Collaboration (COS-TC) Supports understanding of quality team collaboration for the COS process, including fostering meaningful family involvement and

team interactions. Audiences: 1. Providers/teams 2. Trainers who want ideas for planning and facilitating professional development on team collaboration in the COS process 18 Child Outcomes Summary Competency Check (COS-CC) Screenshot 19 Child Outcomes Summary Competency Check (COS-CC)

An online tool intended to assess early intervention and early childhood special education practitioners understanding of the essential knowledge and skills needed to reach accurate ratings of child outcomes using the COS process. Level 1: ~10 multiple choice items designed to test basic knowledge of the COS process. Level 2: ~15 items, including a case study with video, designed to test ability to apply knowledge The COS-CC field test has been completed! 20

Number of COS-CC Field Test Participants Level 1: Screener Level 2: Applied Practice Individuals serving infants and toddlers 0-3 88 72

Individuals serving children 3-5 39 33 Pass Rates by Level andand AgeAge Group Pass Rates by

Level Group 92% 90% Individuals serving infants and toddlers 42% 0-3 17% COS-CC screener Individuals serving children 3-5

Applied Practice Performance on COS Rating Items within Level 2 Performance on COS Rating Items within Level 2: Applied Practice (n=200 completions) 59% 55%

55% Within 1 point of expert rating 35% 34% 28% 14% Social Emotional Matched expert

rating More than 1 point from expert rating 12% 11% Knowledge and Skills Action to Meet Needs Encourage Continuous Improvement on the COS Process 24

State/Program-Specific COS Professional Development Department of Defense, Part C Maryland, Part C and Part B 619 Vermont, Part B 619 25 DoD EDIS COS PD Journey Naomi Younggren, Part C Coordinator 25 A Slow and Separate Start

Learned about what others were doing Reviewed our processes Became very clear that COS was entirely separate from the IFSP process Missing data 26 Popped Up COS Trainings Popped up emphasis on COS Provided lots of training, including case study work Began integrating COS into IFSP by aligning PLOD by 3 Outcomes Data completeness improved 28

ECTA Center Resources 1 3 2 http:// owChart.pdf 4

http:// ngOutcomesintotheIFSP.pdf 28 Upgraded and Integrated COS Upgraded and Integrated COS Added COS ratings as part of IFSP no separate form unless COS done outside of the IFSP process COS embedded even at screening, as well as during discussions at time of evaluation (pointing out AE-IF-F) Engaging families in the process 29

ECTA Center website 30 COS-TC Quality Practices 31 DaSy /ECTA Center Resources pdfs/eco/COS_Age_Anchoring_Gui dance.pdf https:// ne-learning / 32 Further Innovations Mentoring & Training Hubs

ChildFamily Linking Emphasis Modules & Certification Outcomes Crosswalkin g Child Outcomes Summary Competency Check COS-CC 33

Marylands Birth to Kindergarten Child Outcomes Summary (COS) Process Professional Development Pam Miller, Early Childhood Education Specialist 34 Evolution of COS Process and COS Professional Development in MD SFY 2011 - Began using the COS process to measure child outcomes in early intervention SFY 2012 Integrated COS process into the IFSP (strengths/needs summary) Birth 4 SFY 2016 Began using the COS process to measure child outcomes for preschoolers

AND integrated COS process into the IEP (strengths/needs summary), ages 3 to Kindergarten January 2016 - Issued Child Outcomes Sum mary (COS) Technical Assistance Bulletin Birth to Kindergarten 35 Focus on Fidelity Driven By the Part C SSIP (SFY 2016) Discussions with the State Systemic Improvement Plan (SSIP) State Implementation Team (SIT) led to questions about COS practices and ultimately about the quality of our COS data. SIT determined the need for Landscape

Interviews to gather information about local COS implementation practices, specifically related to integration into the IFSP process and fidelity of implementation, in order to identify strengths, gaps, training, and support needs. Statewide fidelity is critical to ensuring valid COS data. 36 Focus on Fidelity Provided the Framework for B-K COS Training and Support (SFY 2017) Maryland Child Outcomes Summary (COS) Core Components Rationale

Marylands Core Components of the Child Outcomes Summary (COS) Process Functional Child and Family Assessment Age-Anchoring Tools COS Rating Prep Tool (AE, IF, F) Decision Tree 37 MD B-K Child Outcomes Gateway Guide to Birth to Kindergarten Child Outcomes and Child Outcomes Summary (COS) Process Training and Support Training%20Guide%20Nov2017.pdf

38 MD COS Competency Check 39 Maryland COS Process Fidelity Checklist 40 Major Revisions to MD IFSP (10/18) Overall Shifts in Emphasis IFSP Process Guide Linking Principles and Practices Child and Family Assessment

Natural Routines/Activities and Environments Family Resources, Priorities, and Concerns Present Levels of Functional Development Developing Positive Social Skills and Relationships Acquiring and Using Knowledge & Skills Using Appropriate Behaviors to Meet Needs COS Ratings (including a required Decision Tree Procedural Facilitator) Functional, Routines-Based Outcomes & Services 41 Active Implementation Drivers Organization/ Infrastructure

Local Implementation Grants Local System for Implementing Revised IFSP Process and Child Outcomes Process as Intended Staff Competence Leadership 42

Continuous Improvement of the COS Process: Vermonts Data Days Katie McCarthy, IDEA Part B 619/Early Childhood Coordinator 44 ssmSelf en t urv ey Sy

Tr TA aining Co ntin and ues On line C Mo OS dul e Oc tob er E Tra CSE

inin g D Qu ata alit y Ass ess Self me n De t Da cemb ta D er ay s

Tra i and ning TA Pra c Pro tices ced and u Ma res nua l Ass

e 619 S EC TA / Da or D Qu ata ali Un ty ive rs Pre al

K Po C Fie omp ld N iled o te s EC OI EP 201 8

201 7 201 6 201 5 201 4 201 3

Vermonts COS (ECO)Timeline to Quality 44 Data Days Objectives Participants will: Gain knowledge about how statewide early childhood outcomes data are collected and reported 1 2 3 Learn about critical questions that can drive early childhood outcomes data analysis and use Be better able to use early childhood outcomes data to sustain

improved data quality and decision making at the local level 46 December Data Days ECTA AND DASY PD MATERIALS SESSIONS UTILIZED AND SHARED Early Childhood and School Readiness: The Building Block to Discuss- Tony Ruggiero, DaSy ENHANCE Survey Discovering the Practices and Procedures ManualKatie McCarthy, VT AOE

The COS Decision Tree A Family Guide to Participating in the Child Outcomes Measurement Process Vermonts Early Childhood Outcomes Practices and Integrated COS-IEP Flow Chart Procedures Session -Kellen Reid, DaSy/ECTA What Can My Data Tell Me? Developing Critical Questions to Guide Early Childhood Program Improvement- Gary Harmon, DaSy/ECTA Data Quality Matters- Tony Ruggiero, DaSy COS Modules COS Teaming and Collaboration (COS-TC) DaSys Critical Questions

46 Vermonts Continuous Improvement in 2018 and Beyond Working with field to expand data knowledge and ensure high quality data. 1. Incorporation of COS Modules into online PD and partnering with Part C 2. October ECSE training 3. Inclusion of new supplemental COS materials Working with our data team. 1. SLDS 2. Partnering with Special Education Data Manager/Business Analyst, Sam Steiner to investigate data All with a little help from our ECTA and DaSy friends . 48

Whats Happening in Your State? Group Polling & Discussion 49 Group Discussion Groups: Where in the 4-part PD sequence do you feel you are? Building Knowledge of COS Process Developing COS Process Skills Assessing COS Process Competence Encouraging COS Process Continuous Improvement Discussion: As you listened to the state presentations today what resonated with you as a challenge or opportunity to further your work in this area? (Participants discuss in small groups) What is one thing that you learned today (tip/ idea/ resource) that you feel will help you

progress in this area? (Participants discuss in small groups and write responses on a sticky note and add it to the poster board). 50 Thank You The contents of this presentation were developed under grants from the U.S. Department of Education (#s H326P170001, H373Z120002). 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. 49

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