Child Outcomes Summary (COS) Process Professional Development
Recommended Steps for Engaging in the Child Outcomes Summary (COS) Process
1. Build Knowledge of the COS Process
- Read an overview of the COS process.
- Learn the definitions of COS ratings.
- Take the Early Childhood Technical Assistance Center's (ECTA) online training modules for the COS process OR take the online modules through APLD to receive Arizona Department of Education Continuing Education Credit.
- Eight modules are offered that require approximately 30–45 minutes of attendance each:
- Session 1: So, What's This All About?
- Session 2: Overview of the COS Process
- Session 3: Completing the COS Process
- Session 4: The 7-Point Scale
- Session 5: Determining a Rating
- Session 6: Good Teaming, Good Decisions
- Session 7: Documenting the COS Rating
- Session 8: The Exit COS Rating
- Conclusion
- Resources Referenced in Module
- Review the Arizona-specific COS Process Reference Guide (coming soon).
2. Identify Tools and Methods to Be Used in the COS Process
- Age-Anchoring Tool: provides descriptions of the developmental skills and behaviors expected across the ages within each of the three outcome areas. COS Process teams should be familiar with expected behaviors to rate children’s performance.
- COS Rating Definitions: a 1–7 scale is used to rate the degree to which a child demonstrates the skills and behaviors expected for each outcome area. Scores of 6–7 reflect overall age-appropriate skills and behaviors. Scores of 1–5 reflect an overall lack of age-appropriate skills and behaviors.
- Decision Tree: a flow chart that supports teams to determine a COS rating.
- Student COS Documentation Recording Form: a sample method for representing the evidence that must be maintained by the district for its selection of a COS Rating for each outcome area. The form includes the type of COS score (e.g., entry or exit) and the team makeup. Each PEA must have a method for maintaining documentation of the decisions made by the team.
- Published tools: a sample of the tools that have been utilized by states to support the selection of a COS score are included here. These tools have crosswalks created by ECTA between the published tool and the outcomes areas to align domain-specific items to outcome areas:
- Adaptive Behavior Assessment System, Third Edition (ABAS-3)
- The Battelle Developmental Inventory—Third Edition (BDI-3)
- Brigance Diagnostic Inventory of Early Development III (IED-III)
- Desired Results Developmental Profile (2015)
- Developmental Assessment of Young Children (DAYC-2)
- Early Learning Scale
- High/Scope COR Advantage
- myIGDIs Profile of Preschool Learning and Development Readiness
- Preschool Language Scale-5
- Teaching Strategies GOLD (TS GOLD)
- Guidance Document for Obtaining COS Scores from TSG to Submit to AzEDS
- Work Sampling System
3. Support parent participation in the COS process
- The COS Process is a valuable way to connect with families of preschool-aged children to help them meet their goals. Activities suggested in the Family Guide to Participating in the Child Outcomes Measurement Process include:
- Inform parents about the Child Outcomes and the measurement process
- Include families in the assessment process
- Review Child Outcomes with families
- Because PEAs are required to report on the percentage of parents of children receiving special education services who report that the school facilitated their involvement (SPP/APR Indicator 8), family participation through the COS process is one way to purposefully engage parents early in their child's education.
4. Develop COS Process Skills Through Team Practice Activities
- Training Scenario: Talking with Families about Assessment Results
- Training Scenario: Quality Team Collaboration Practices in Assessment
5. Utilize a Self-Assessment of the COS Process
- The checklist created by ECTA helps PEAs track activities in order to build a quality COS Process in their district: