Early Childhood Outcomes Survey for Credit

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* 1. Reasons why Early Childhood Outcomes are important:

To ensure children are active and successful participants in a variety of setting and situations

Accountability, Research informs us that high quality services for children at the early childhood level and their families lead to good outcomes.

Program Improvement

Measure impact of services as it relates to services provided for with public funding, such as funding provided by Part B of IDEA.

All the above

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* 2. Who are included in Early Childhood Outcomes:

All children in Early Childhood Programs who are tuition based without IEP’s

All children who receive early childhood special education (ECSE) services with an Individualized Education Plan (IEP) for which the school district is responsible

Children who have an Individualized Service Plan (ISP)

Preschool for All students without IEPs

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* 3. The Three Child Outcome areas are:

Children have positive social relationships

Children acquire and use communication skills

Children acquire and use knowledge and skills

Children take appropriate action to meet their needs

Children have positive social relationships, children acquire and use communication skills, and children take appropriate action to meet their needs

Children have positive social relationships, children acquire and use knowledge and skills, and children take appropriate action to meet their needs

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* 4. Important factors to consider in Early Childhood Outcomes due to skills overlapping are:

A child’s age expected skills

How they demonstrate their skills across settings and situations

How they demonstrate their skills with a variety people

All the above

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* 5. OSEP requires for each of the three outcomes areas you report on how a child’s skills correlates to skills expected as compared to same age peers.

True

False

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* 6. The Illinois Early Childhood Outcome Summary

Is an assessment tool

Summarizes results from assessment tools, parent interview and observations

Is an optional document for Early Childhood Outcomes

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* 7. When completing the Illinois Child Outcome Summary?

The team must be comprised of two or more people who can complete the rating scale and select an outcome indicator for each of the three child outcomes. At a minimum, at least one of the team members is required to have knowledge of typical child development.

One team member can complete the rating scale and select an outcome indicator for each of the three child outcomes. The team member is required to have knowledge of typical child development.

Only information about how a child is functioning in the school setting should be considered when completing the Illinois Child Outcome Summary.

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* 8. You have how many days to complete the Illinois Child Outcome Summary upon entry to early childhood special education services once it is determined the child qualifies for special education services?

30 school days or entry

30 calendar days of entry

45 school days of entry

45 calendar days of entry

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* 9. When should the Progress ratings be completed using the Illinois Child Outcome Summary?

February 1 - July 31

March 1 – June 30

January 15 – June 30

February 28- July 31

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* 10. A good assessment for anchoring Early Childhood Outcomes is an assessment that is:

Authentic and focuses on knowledge and skills as applied in everyday contexts of school and home

Organized around domains, with items separated into discrete areas of development, such as expressive language, receptive language, cognitive, gross motor, and fine motor.

Standardized assessments administered in a setting other than the child's natural environment

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* 11. When completing an entry rating for Illinois Early Childhood Outcomes you can use:

Only the Illinois Approved Age Assessment for Age Anchoring assessments

Any of your current evaluations or assessments to help you determine Early Childhood Outcome ratings

Only Toni Linder’s Transdisciplinary Play Based Assessment (TPBA). TPBA can be used for the entry rating only as it is not as approved tool for the progress ratings

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* 12. When can the ASQ be used as an Illinois Approved Age Assessment for Age Anchoring?

The ASQ can be used for any child needing a Progress Rating

The ASQ can be used for children who receive Speech and Language IEP services only needing a Progress Rating

The ASQ can only be used for Early Childhood Outcomes entry ratings

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* 13. An example of a Functional Skill is:

Knows how to imitate a gesture when prompted by others

Uses pincer grasp

Makes stepping movements

Watches what a peer says or does and incorporates it into his/her own play

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* 14. How many points are in the rating scale on the Child Outcome Summary?

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* 15. The Early Childhood Outcome Team is to answer three important questions to determine if a child has made progress toward increasing their outcomes. When does the team identify if the child gleaned any new skills in each of the outcome areas?

After the Child Information section, Entry or Progress Summary checkbox and Team members involved in Deciding Summary ratings. This section is to be completed prior to the identification of the new measurement for each of the three early childhood outcomes.

After completing the Summary of Evidence, Sources of Supporting Evidence and Special Considerations.

After determining the actual Progress Rating for each outcome area to see if the child improved in the numeral rating from the last Child Outcome Summary completed.

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* 16. When completing the Summary of Evidence on the Child Outcome Summary you can note, “See Attached Report”

True

False

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* 17. What is the Special Consideration section of the COS used for?

This section is for the identification of a consideration that the team has used to help inform the ratings

This section is where to note the team did not reach consensus on the outcome rating

This section is only to be completed during entry ratings

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* 18. An impossible combination is when a team completes a progress rating, and the new rating and progress indicator don’t seem to match up. Identify which is an example of an impossible combination:

If the COSF rating at Time 1 is 6; If the COSF rating at Time 2 is 6; If the answer "Made Progress Toward Increasing" to the new skills question is yes.

If the COSF rating at Time 1 is 5; If the COSF rating at Time 2 is 6; If the answer "Made Progress Toward Increasing" to the new skills question is no.

If the COSF rating at Time 1 is 5; If the COSF rating at Time 2 is 5; If the answer "Made Progress Toward Increasing" to the new skills question is no.

If the COSF rating at Time 1 is 4; If the COSF rating at Time 2 is 6; If the answer "Made Progress Toward Increasing" to the new skills question is yes.

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* 19. What are key factors as to why the Decision Tree was developed by the Early Childhood Technical Assistance (ECTA) Center as teams make decisions about Early Childhood Outcome measurements:

This tool is being used nationally to assist with greater reliability in determining a child’s rating in a particular outcome area

All ratings are anchored against “age-expected” skills

The Decision Tree can assist teams in reaching consensus

All the Above

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* 20. In the Definition of Child Outcome Rating, a rating of 6 or 7 means a child’s skills are functioning in the:

Overall Age-expected skill range

Immediate Foundational skill range

Foundational skill range

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* 21. In the Definition of Child Outcome Rating, a rating of 4 or 5 means a child’s skills are functioning in the:

Immediate Foundational skill Range with no demonstration of Age-Expected skills

Some age-Expected skills with some Immediate Foundational skills demonstrated

Foundational skill Range

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* 22. In the Definition of Child Outcome Rating, a rating of 1 means a child’s skills are functioning in the:

Overall Age-expected skill range

Immediate Foundational skill range

Foundational skill range