Building Quality Practices with the COS-Team Collaboration ...
Building Quality Practices with the COS-TC Toolkit 1 About the COS-TC Toolkit Digging in to the content Applying understanding: Video clips and discussion Online version Additional resources: Facilitators guide and the Herman family scenario Whats next: Reflecting on plans and
uses Wrap up 2 COS-TC Toolkit Pilot version online at: http://olms.cte.jhu.edu//olms2/COSTC ion at: Paper vers http://ectacenter.org/~pdfs/eco/COS-TC-Toolkit.pdf
3 The COS-TC Toolkit: Background Designed to help improve COS team collaboration and help teams implement quality COS practices. Helps those who implement, supervise, or train on the COS process to identify, observe, and assess recommended team collaboration practices in COS implementation. Underscores ways to actively engage families in the COS process, however, broadly applicable COS teams of all compositions 4
How the COS-TC Came About. Observing different approaches to teaming during the COS process Identified a need for greater guidance about what quality practices in the COS process look like and how to partner with families effectively when implementing the COS process. Developed with broad input from many involved in the process and building on findings about COS process from ENHANCE (http://ectacenter.org/eco/ pages/enhance.asp)
5 COS-TC is NOT the beginning Child Outcomes Summary Online Learning Module http://dasycenter.org/child-outcomes-summary-cos-process-modulecollecting-using-data-to-improve-programs/ 6 The COS-TC: Toolkit Components 7
Uses of the COS-TC Self-reflection Team reflection Observation Feedback Data Collection If you are asking. How can I help others know what quality COS practices look like?
How well do staff currently implement quality teaming practices in the COS Process? COS-TC Can Teach. Be implemented in professional development activities Describe current practices in place using the checklist for observation or reflection Which quality practices do we need to focus on for improvement?
Identify quality practices with opportunities for improvement by examining pattern of checklist results across staff members How have my efforts influenced the quality practices in place? Measure changes in implementation of quality practices over time* * Psychometric data are not yet available on COS-TC. It is in a beta testing stage for this use. 8
Digging into the Toolkit Digging into the Toolkit 9 III. Understanding Child Functioning 1 - 4 - 7 8
10 11 III. Understanding Child Functioning III.1 Team members discuss the full breadth of each outcome (i.e., across the range of functioning pertinent to each outcome). Emanuel Okay, now lets look at the next outcome,
acquiring and using knowledge and skills. This outcome area includes skills like thinking and figuring things out, responding to directions, using language, learning new play skills, and understanding books and pre-academic concepts appropriate for Emanuels age. Lets look at the PLOD and our tool here to be certain we dont miss anything in this outcome area. 12 13
III.4 Team members discuss information from multiple sources (e.g., family input, other observations, assessments, progress monitoring, child care providers, specialists, neighbors) for each outcome. We discussed during the evaluation that Norton was slow to warm up to us, as less familiar adults. He stayed close by your side for about 30 minutes before he began to move about. You also shared that he tends to cry for about the same amount of time when you drop him off at daycare and that the day care providers noted too that he is shy when new adults are in the room. What else is important to know? How does that fit with experiences
others have observed or learned about? 14 III.7 Team members focus on the childs functional use of skills versus discrete skills. The example you shared about Emanuel picking out the movie he wants to watch by looking at the pictures on the cases tells us that he knows pictures convey meaning. So even though he is not that interested in books he is reading
the pictures on the movie cases. 15 III.8 Team members discuss skills the child has and has not yet mastered. Weve talked about how Norton is slower to warm up around less familiar people and that he stays close by your side for up to 30 minutes. It seems that he is not yet separating easily even in familiar surroundings, like home and child
care. Is that an accurate assessment? 16 Understanding Lucass Functioning in Outcome 3 Watch Video Use Checklist to rate QP for team discussion about O-3 Focus on items 1, 4, 7, & 8 Table talk about discoveries Large group sharing 17
1 4 7 8 18 III. Understanding Child Functioning How did the team do with practices 1, 4, 7, and 8? Considering the
Implemented practices, what did the team do? Partly or not observed practices, how might they be fully implemented? 19 Picture source: http://www.cultofpedagogy.com/wp-content/uploads/2015/10/Discussion.png III. Understanding Child Functioning Reflec t
Identify how or if you are accomplishing the identified Look at section III. Understanding Child Functioning 1. quality practices (1-9) 2. What parts are going well? 3. Where are there opportunities for enhancement? 4. What do you want to try? 20
21 V. Interactive Practices V. Interactive Practices Look at section V. Interactive Practices 1. Identify how or if you are accomplishing the identified quality practices (a k) 2. What parts are going well?
3. Where are there opportunities for enhancement? 4. What do you want to try? Reflect 22 COS-TC Facilitato rs Guide 23
Picture source: http://drawingchange.com/ Online Learning Experience: Lets take a Mini Tour 24 Getting Started Welcome by Naomi Younggren Site Map for the Website Download the entire COS-TC
Herman Family Scenario Facilitators Guide Companion to the COS-TC Toolkit Supports Building Skills Communication and Partnership Practices Child Assessment process COS Rating Process 28 Facilitation Experiences Practice
Ratings Role Playing 29 Guided Discussions Scenario Example: COS Ratings For third outcome, taking appropriate action to meet needs, the developmental specialist lead the discussion. She reviewed the results of Lilys gross and fine motor screening assessment, which was completed at the child care
center. She provided many examples of the skills Lily was able to perform, e.g., stringing beads, throwing a ball, and standing on one foot with support. She indicated on the Child Outcomes rating for Outcome 3, she would rate Lily at a level 7. She asked the parents if they had any input about that rating. They said30they agreed with the test results. The Assessment Process DEC Recommended Practice
No Partly Yes variety of methods to gather assessment information from multiple sources
x A7. Practitioners obtain information about the childs skills in and environments 31 Questions to Ponder Used interview, observation, and direct assessment.
A6. Practitioners use a daily activities, routines, Points to Consider Line # from scenario that supports
rating x 3-7 Gathered some information on daily. Need to complete observations across settings. What other settings would
you recommend gathering information regarding daily routines? 5-7 The COS Process: Understanding Child Functioning Quality Practice O1 No
O1 Partly O1 Yes O3 No 1. Team members discuss the full O3
Partly O3 Yes Points to Consider The developmental specialist provided information that was based on discreet skills, rather than
functional skills. breadth of each outcome (i.e., across the range of functioning pertinent to each outcome). x x Beginning conversation about
content of O1. No Evidence for O3. 32 Small Group Discussion Now that you have a new tool, how might you use this in your state? 33
How, Why and With Who? State level Regional Local programs With teams Individual 34 Additional Questions?? 35
Wrap Up Please share your feedback so we can continue to improve the COS-TC! Check out other conference sessions related to this content COS-TC will also be available to see at the playground demo Complete your conference evaluation! 36
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