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Maryland State Department of EducationDivision of Special Education/Early Intervention Services

Title: Authentic Assessment, Child Outcomes, & the Connection Section 3Delivered By: Naomi YounggrenDate: March 2018

Slide Script1 Slide title: Authentic Assessment, Child Outcomes, & The Connection Section 3

Slide text: Authentic Assessment, Child Outcomes, & The ConnectionNaomi Younggren, PhD [email protected] March 2018

Slide image: Blue oval with III. Using AA for COSScript: Welcome back, this third and final section of our three part webinar on authentic assessment, child outcomes, and the connection.

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: This webinar is organized into three separate sections. And embedded in the different sections, are core components of COS fidelity for Maryland. First, we’ll review the essential knowledge practitioners need to know about authentic assessment. Then we’ll examine the essential knowledge practitioners need to know about the COS process. And in the third section – shown here in the middle of this diagram where AA and COS come together – we’ll explore how authentic assessment informs the COS process and helps teams achieve quality COS ratings.

3 Slide title: III Using AA for COS Essential Knowledge

MSDE DSE/EIS Script AA-COS Section 3 N. Younggren

mailto:[email protected]

Slide ScriptSlide text:

1. Purpose2. Collect 3. Review4. Act

Slide image:Left side-blue circle with III. Using AA for COS Essential Knowledge. Right side blue circle with the text Purpose/Collect/Review/Act around the inside of the circle with arrows between creating a cycle. Script: To explore the authentic assessment and COS connection we’ll apply the authentic assessment cycle with our purpose being collecting information about the child’s functioning to inform the COS rating determination process.

4 Slide title: 1. PurposeSlide text: Upper left corner shows the blue circle with the text Purpose/Collect/Review/Act around the inside of the circle with arrows between creating a cycle. Purpose is circled. Slide image: Little boy on a beach is pointing and looking in the direction in which he is pointing. Adult behind him. Script: Starting with purpose is essential, because the purpose will guide and inform what data to collect and how to collect it. https://pixnio.com/free-images/people/children-kids/cute-young-afro-american-boy-child-725x483.jpg

5 Slide title: Purpose: Gather information to assist with the COS rating determination process. Slide text: Slide image: Upper left corner shows the blue circle with the text Purpose/Collect/Review/Act around the inside of the circle with arrows between creating a cycle. Purpose is circled.

Right side-illustrations from Section 2 webinar: Age-expected development & age anchoring (Graphic representing a hierarchy. Slide text is set within the graphic beginning at the base with F and finishing above AE.F-An ability that emerges well before the child’s chronological ageF-This is what the child is doing. An ability tht comes in before the ability prior to age expected. Image of a round face above the text.IF- An important ability that comes in just before child’s ageAE-The functional ability expected at child’s chronological age. Image of a birthday cake above the text.An ability beyond what is age expected), The 3 child outcomes (Three overlapping circles. Top-green Text: 1. Developing positive social skills & relationships. Bottom left-purple Text: 2. Acquiring & using knowledge & skills.


https://pixnio.com/free-images/people/children-kids/cute-young-afro-american-boy-child-725x483.jpg

Slide ScriptBottom right- orange Text: 3. Using appropriate behaviors to meet needs), and The COS Scale (Left side: vertical graphic with 7 cells and an arrow that extends from each. Text beginning at the top: Parent Input, Assessment Results, Naturalistic Observation, RBI, Professional Opinion, Progress, & More COS 7-point scale

Arrows are pointing to an oval that encompasses the blank graphic from the previous slide. Graphic with 7 multi-colored, horizontal, rectangular cells. Each cell has a circle at the top. There is a double-headed arrow that spans across the bottom of the graphic. A red arrow from this graphic points to a cell with the following text: single rating for each of the three outcomes.)Script: For the COS process, teams need to understand the child’s functioning across the three outcomes and relative to age-expectations, in order to make COS rating determinations.Therefore the team will need to capture authentic assessment information about the child’s participation in typical day to day routines and activities.Of course it is possible to have more than one purpose, but being clear on the purpose will help teams stay on track and collect the necessary data.

6 Slide title: Video ResourcesSlide text: Center for Disease Control and Prevention https://www.cdc.gov/ncbddd/actearly/milestones/milestones-in-action.htmlPathways https://pathways.org/news/new-milestone-videos/Help Me Grow http://helpmegrowmn.org/HMG/DevelopMilestone/index.htmlAlbert Einstein College http://www.einstein.yu.edu/video/?VID=435&categoryID=985&ts=..&tsp= related#top Slide image: Images of four video resources are provided from the Centers for Disease Control and Prevention(10 images of infants and toddlers), Pathways (banner in center with mother holding an infant Tip on how to make babies sleep all night), MN Help Me Grow child reaching up and holding the hand of an adult/ Help me Grow/When Parents Know Children Grow, and the Albert Einstein College of Medicine (Baby Communication Milestones).Script: To assist teams with recognizing age-expected development, it is good practice to review child development for the age child you will be seeing. Doing so helps benchmark age-expected functioning for that age child. And for those of us working in the field of special education for a while it is not uncommon to periodically lose sight of age-expected development. Certainly, knowing child development is part of the job, but this does not mean that practitioners are walking encyclopedias of child development. Rather we should use our expertise and resources to review and refresh our knowledge of ages and stages of children’s functioning. Video resources like these shown here from the Centers for Disease Control and Prevention, Pathways, MN Help Me Grow, the Albert Einstein College of Medicine, and more can provide quick visual reminders of age expected development for different age children.


http://www.einstein.yu.edu/video/?VID=435&categoryID=985&ts=..&tsp=related

http://www.einstein.yu.edu/video/?VID=435&categoryID=985&ts=..&tsp=related

http://helpmegrowmn.org/HMG/DevelopMilestone/index.html

https://pathways.org/news/new-milestone-videos/

https://www.cdc.gov/ncbddd/actearly/milestones/milestones-in-action.html

Slide Script These resources can be helpful for families too.

7 Slide title: Healthy BeginningsSlide text: Development Domain Charts & Online Searchable Charts http://olms.cte.jhu.edu/olms2/healthybeginnings

Slide image: Image of the Healthy Beginnings document. Image of the Development Domain Chart.Script: Maryland

8 Slide title: Early Learning AssessmentSlide text: Slide image: Image of the R4K website. A group of children sitting on the floor watching and listening. Two children raising hands to be called upon.Script: The Early Learning Assessment or ELA is another Maryland resource that helps teams understand learning progressions, track children’s progress, inform learning opportunities, and much more. As teams prepare for authentic assessment to assist with the COS process it’s good to review the resources that will be referenced or used in the collection process.


http://olms.cte.jhu.edu/olms2/healthybeginnings

9 Slide title: Developing Positive Social Skills and Social RelationshipsSlide text: Slide image: Background: Two little girls holding hands and walking together over a wooden bridgeTable visible:Developing Positive Social skills and Social RelationshipsPositive Social RelationshipsColumn one:

Attend to people? Display/communicate emotions? Respond to touch? Use greetings? Taking turns

Column Two: Relate with family members? Relate with other adults? Relate with siblings/other kids? Engage others in play? Cope with and resolve conflicts that emerge with others/in play? Communicate during back-and forth interactions with others?

Column Three: React to changes in the environment? Adapt to changes in routines or settings? Follow group rules and/or expectations across settings?

Younggren, N., Barton, L., Jackson, B., Swett, J., & Smyth, C. (2016). COS-TC. Child Outcomes Summary Outcome Content Reminder Tool. Menlo Park, CA: SRI-International.

Script: Another point to consider in authentic assessment planning for the COS process, is gathering information around the three outcomes.Teams should take advantage of opportunities and methods that help them learn about the child’s development of positive social skills and social relationships.Included here is a tool from the Child Outcome Summary – Team Collaboration or COS-TC that helps teams think about the type of information needed within the context of Outcome 1 – Developing Positive Social Skills and Social Relationships.This outcome includes how the child attends to others, communicates emotions, uses greetings, relates with others, and reacts to changes in the environment and so on.


Photo: Pixabay

10 Slide title: Acquiring and Using Knowledge and SkillsSlide text: Slide image: Four children sitting at a table with a teacher. The teacher is engaged with a piece of paper with one child. One child is looking at his hands. Once child is looking at the camera. One child is watching what the teacher is doing.Table visible:Acquiring and Using Knowledge and SkillsColumn one:

Understand and respond to directions and requests? Understand language (e.g., prepositions, directions, concepts)? Show communication skills (from cooing to using sentences?

Column two: Think, remember, reason, and problem solve? Interact with books, pictures, and toys? In play, imitate what s/he has seen others do? Learn new skills and use these skills in play? Demonstrate early literacy understanding?

Column three: Solve problems and figure things out? Remember familiar play routines and where things are or when they are different? Engage in play with objects (how elaborate or connected)? Understand pre-academic concepts and symbols?

Younggren, N., Barton, L., Jackson, B., Swett, J., & Smyth, C. (2016). COS-TC. Child Outcomes Summary Outcome Content Reminder Tool. Menlo Park, CA: SRI-International.Script: Teams will also have to learn about the child’s acquisition and use of knowledge and skills across settings and situations.This outcome includes how the child responds to directions and requests, shows communication skills, demonstrates early literacy understanding, solves problems, and demonstrates sophistication of play skills, and more and across settings and situations?Photo: https://media.defense.gov/2013/Dec/04/2000891517/670/394/0/131121-F-NW227-005.JPG

11 Slide title: Using Appropriate Behaviors to Meet NeedsSlide text: 2.


Slide image: Image of three little boys sitting on a short wall eating from a paper cone. Child on the right is licking his fingers. Child in the center is holding his paper cone looking out while the child on the left is reaching across and putting his right index finger in the cone.Table visible:Using Appropriate Behaviors to Meet Needs Taking appropriate action to meet needsColumn one:

Move around and/or move his or her body to get things? Use hands and fingers to manipulate toys and things? Use tools to get desired things (e.g., strings, pencils, forks, scissors, etc.?

Column two: Communicate what s/he wants and needs (e.g., hunger, desired toys, and illness/injury) to familiar and

unfamiliar adults and to peers/siblings? Take care of basic needs such as feeding, dressing, hand washing, and potty training?

Column three: Convey sleep needs? Contribute to his or her health and safety on his or own? Follow rules related to safety (hold hands, stop, understands hot)?

Younggren, N., Barton, L., Jackson, B., Swett, J., & Smyth, C. (2016). COS-TC. Child Outcomes Summary Outcome Content Reminder Tool. Menlo Park, CA: SRI-International.

Script: And to understand how the child uses appropriate behaviors to meet needs, teams will need to understand how the child moves around, communicates needs, takes care of basic needs, follows rules, and more.By knowing the assessment purpose first, the team is prepared to determine what information is necessary, which will help them put a plan in place to then collect the authentic assessment details needed. Photo: https://upload.wikimedia.org/wikipedia/commons/4/4c/Hanoi_-_Vietnam_-_Children.JPG

12 Slide title: Child Outcomes Summary Process Rating Tool Slide text: Slide image: Top left circle with an arrow touching the bullseyeEach Outcome is set within the same frameworkOutcome 1: Red borders


Label: POSITIVE SOCIAL RELATIONSHIPSRelating with adultsRelating with other childrenFollowing rules related to groups or interacting with others

Describe how the child does the following:• Demonstrates attachment• Initiates and maintains social interactions• Behaves in a way that allows him/her to participate in avariety of settings and situations• Demonstrates trust in others• Regulates emotions• Complies with familiar adult requests• Shares toys and materials with others• Initiates, responds to, and sustains interactions• Listens, watches, and follows group activitiesConsider how the child does these across settings:• Interacts with and relates to others in day-to-dayhappenings• Displays, reads, and reacts to emotions• Initiates and maintains close interactions• Expresses delight or displays affection• Transitions in routines and/or activities (familiar/new)• Engages in joint activities and/or interactions• Shows awareness of contextual rules and expectations• Responds to arrivals and departures of others• Understands and follows rulesDoes the Child? Attend to people? Display/communicate emotions? Respond to touch? Use greetings? Relate with family members? Relate with other adults? Relate with siblings and/or other children? Engage others in play? React to changes in the environment? Adapt to changes in routines or settings?


Outcome 2: Blue borderLabel: ACQUIRES AND USES KNOWLEDGE AND SKILLSThinking, reasoning, problem solvingUnderstanding symbolsUnderstanding the physical and social worldDescribe how the child does the following:• Displays curiosity and eagerness for learning• Explores his/her environment• Explores and plays with people, objects, and toys• Engages in appropriate play with toys/objects• Uses vocabulary through spoken means, sign language,or through augmentative communication devices tocommunicate in an increasingly complex form• Learns new skills and uses these skills in play (e.g.,completing a puzzle, building a fort)• Acquires and uses the precursor skills that will allowhim/her to begin to learn reading and mathematics in kindergarten• Shows imagination and creativity in playConsider how the child does these across settings:• Imitates others and tries new things• Persists or modifies strategies to achieve a desired end• Solves problems and attempts solutions others suggest• Uses the words and skills he/she has in everyday settings• Understands and responds to directions• Displays awareness of the distinctions between things• Interacts with books, pictures, and print• Demonstrates an understanding of familiar scripts in playDoes the Child? Understand and respond to directions and requests? Understand language (e.g., prepositions)? Communicate (from cooing to using sentences)? Think, remember, reason, and problem solve? Interact with books pictures and toys? Imitate what he/she sees others do? Learn new skills and use these skills in play? Solve problems and figure things out? Remember familiar play routines and where things are? Engage in play (how elaborate)? Understand pre-academic concepts?


Outcome 3: Teal borderLabel: USE OF APPROPRIATE BEHAVIOR TO MEET NEEDSTaking care of and communicating basic needsContributing to own health and safetyGetting from place to place and using tools

Describe how the child does the following:• Moves place to place to participate in activities androutines• Seeks help when necessary to move from place to place• Manipulates materials to participate in learningopportunities and shows independence• Appropriately uses objects (e.g., forks, sticks, crayons,clay, other devices) as toolsUses gestures, sounds, words, signs or other means tocommunicate wants and needs• Meets self-care needs (e.g., feeding, dressing, toileting)• Seeks help when necessary to assist with basic careneeds• Follows rules related to health and safetyConsider how the child does these across settings:• Gets from place to place• Assists with or engages in dressing, eating, toileting orhygiene 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 maybe dangerous• Amuses himself/herself seeks out something funDoes 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)?


Script: This Maryland Birth–K Child Outcomes Summary Process Rating Tool is a great resource for reviewing the content of the three outcomes as teams work through the COS process.

13 Slide title: Authentic Assessment as an Integral Part of COSSlide text: Slide image: Top Center left corner shows the blue circle with the text Purpose/Collect/Review/Act around the inside of the circle with arrows between creating a cycle.Beginning at the left side: Three vertical rectangular cells:

Purple Understand age-expected child development Teal Know the 3 outcomes Blue authentic assessment

Bordering vertical graphic with 7 cells and an arrow that extends from each. Text beginning at the top: Parent Input, Assessment Results, Naturalistic Observation, RBI, Professional Opinion, Progress, & MoreCOS 7-point scale. Arrows are pointing to an oval that encompasses the blank graphic from the previous slide. Graphic with 7 multi-colored, horizontal, rectangular cells. Each cell has a circle at the top. There is a double-headed arrow that spans across the bottom of the graphic. A red arrow from this graphic points to a cell with the following text: single rating for each of the three outcomes.

Script: When you think about authentic assessment for the COS process, you can see here how it is an integral part of COS. Authentic assessment ensures the collection of functional information about a child’s abilities necessary for the COS process.

14 Slide title: 2. CollectSlide text: Slide image: Top right corner shows the blue circle with the text Purpose/Collect/Review/Act around the inside of the circle with arrows between creating a cycle. Collect is circled. Bottom right corner blue oval- III. Using AA for COS Essential KnowledgeImage: Old walkway with a cat walking. Behind the cat is a child riding a plastic cow with red wheels. A blue ball is behind the child. A puddle of water just over the curb in the street.Script: Once the purpose is clear, the next phase is to go out and collect the needed information.


Let’s look possible opportunities in the early intervention and preschool special education process as well as some authentic assessment methods that might be used for data collection to assist teams with the COS process.https://pixnio.com/free-images.

15 Slide title:Slide text: Slide image: Top right corner shows the blue circle with the text Purpose/Collect/Review/Act around the inside of the circle with arrows between creating a cycle. Collect is circled.Multi-colored cells in two tiered rows. Each cell has a check mark at the top.Left tier:Green-referral/intakeBlue- eligibility evaluation & assessmentTan-IFSP/IEP development; COS is in a red circle at the base of this cell.Right tier:Purple-services implementationRed- progress monitoringLight green- transition/exit. COS is in a red circle at the base of this cell.Script: Within the initial and ongoing early intervention and preschool special education processes are various opportunities to collect authentic assessment information that can be useful for COS. Shown here are the common steps, which may or may not include different meeting times with the child and family, depending upon family circumstances and program practices. It is possible to collect varying degrees of authentic assessment at each of these processes.

16 Slide title:Slide text:

Slide image: Right side list of methods for recording data. Bulleted list on yellow pad:

■ Anecdotal records –circled in blue■ Running records –circled in blue■ ABC recording ■ Tally sampling■ Checklists■ Rating Scales–circled in blue■ Work sample


■ ELS■ Interviews

Left side toddler stooping and playing with a wooden car and track set. The blue circle with the text Purpose/Collect/Review/Act around the inside of the circle with arrows between creating a cycle is over the child’s hands. Collect is circled.Script: It is also possible to use different methods to collect the information needed to assist with the COS process. Included here are some different authentic assessment methods. Let’s look at a few of these in the context of the early intervention process for a 33 month old boy named Travon and his family. The blue circle with the text Purpose/Collect/Review/Act around the inside of the circle with arrows between creating a cycle is covering the child’s hand. Collect is circled.

17 Slide title: Referral/IntakeSlide text: Anecdotal record-circled in red. Upon arrival Travon brought the SC a toy car, Travon extended his arm to give it to her. As she took it, he turned away and said “Ehhh Ehhh.”Slide image: Image of a home in the background. Profile of the child playing with the wooden cars. Next to his picture is an image of a red car.Script: At the referral/intake meeting the initial service coordinator, used anecdotal records to document her observations about Travon’s response as she met Travon and his parents. This is just one example of an anecdotal record taken during the referral/intake meeting with the family. It also illustrates the service coordinator’s intentional effort to conduct authentic assessment by documenting what is naturally observed.

18 Slide title: Running RecordsSlide text: Eligibility Evaluation & Assessment In the living room with his toy train set. Travon squatted down into a half kneel position and pushed his toy blue train forward on the wooden track. When his blue train attached to the red magnetic car, Travon pushed both cars and the red car fell off the track. Travon picked up the blue train and used it to push the red car further off the track and made a grunt sound. He pushed the blue train forward and under the house bridge to the other side. At the fuel station on the other side Travon took the little hose and put it near the train. He sad “shhh” as he fueled up the train. He then pushed the blue train further around the track. When he was pushing the blue train his dad was saying Choo-Choo. After he said this 4 times Travon said Choo as he continued to push his train around the wooden track. Slide image: Left side toddler stooping and playing with a wooden car and track set. Script: Shown here is an example of a running record the team collected as they watched Travon play with his train set.


By taking time to observe Travon before administering the eligibility evaluation the team was able to capture this rich information about Travon’s play skills. Notice that only objective observations are included in the documentation. When documenting authentic assessment observations, such as those in anecdotal and running records, it’s important to stay objective and avoid bias. Practitioners have to be careful to keep subjective analysis separate from objective observations. This is important to ensure the collection of clean objective data and to avoid bias. Later when the data are reviewed the team will analyze the information and at that time make interpretations and discuss opinions. Photo:https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQvhyFoOacQqD4ZUatW-x1WGCDmhxGSHEJlpxNxCYUTafhlCm0o5Q

19 Slide title: Rating ScalesSlide text:Eligibility Evaluation & AssessmentThe team also completed a rating scaleFor example-The Measure of Engagement Independence and Social Relationships (MEISR)McWilliam & Younggren (in print). Slide image: Background image of the MEISR-The Measure of Engagement Independence and Social Relationships rating scale Script: Shown here is an example of a rating scale, in this case the MEISR – The Measure of Engagement Independence and Social Relationships.The MEISR is a unique tool that is organized around common family routines. It also provides profiles of children’s functioning that can be organized by age, the three child outcomes, developmental domains, and by the functional domains of engagement, independence, and social relationships. It can be completed by parents or collaboratively with parent input. Travon’s family completed most of this and they finished it up with the team as part of the IFSP development process.

20 Slide title: InterviewsSlide text: IFSP/IEP DevelopmentPlayground outings - The local playground has a train toy. Travon goes to it first. He climbs up the steps (one foot on each step), walks across the shaky surface, and crawls through the partly open tube, before sliding down the slide. He runs around the other equipment to get to the train. He can play on the train for 30 minutes without looking at us. If other kids are playing on the train he will wait his turn to slide or climb. He does not push them or anything. He watches what they do, but also does not talk to them or try to play with them. Rather he plays mostly on his own doing his own thing.


Slide image: Left side: playground with a train activity center. A child is sliding down the slide at the front of the train.Script: Also during the IFSP development process the practitioners talked with the family about Travon’s participation in family routines and activities. Included here is information the family shared about Travon’s participation in outings to the local playground.

21 Slide title: Authentic Assessment Slide text: Slide image: A man holding a framed puzzle of a family in front of a house with a fence. Father with baby, mother holding a cat and a baby carriage.Script: Collectively, this authentic assessment information, and more, can be combined to understand Travon’s functioning for the COS process. By planning for and taking advantage of authentic assessment opportunities teams can put the collected data together to get a good picture of the children’s functioning across settings and situations.

22 Slide title: 3. Review Slide text: III. Using AA for COS Essential KnowledgeSlide image: Top right corner shows the blue circle with the text Purpose/Collect/Review/Act around the inside of the circle with arrows between creating a cycle. Review is circled.Image of two children sitting with heads together. One is writing, the other is watching closely.Script: Following data collection is the review and analysis process. https://pixnio.com/free-images

23 Slide title: Review and AnalysisSlide text: Slide image: Three woman sitting at a table, engaged in a discussion. One has a pad and pen and the other has a tablet. The third woman has her back to the camera.Script: The review and analysis phase is when the team members interpret the information they have collected. It is at this phase that team members move beyond the objective facts and begin to decipher the meaning of the data gathered. It is important that the review phase happens following the data collection. Collection and review cannot be done simultaneously, because then we run the risk of bias and hasty interpretation.


https://leadchangegroup.com/12-questions-to-get-your-team-thinking-more-strategically/

24 Slide title: Review and Analysis-Sufficient informationSlide text:

Slide image: Image of a framed puzzle of a family in front of a house with a fence. Father with baby, mother holding a cat and a baby carriage.Script: During the review and analysis phase, teams will make certain they have sufficient information to answer the questions they are trying to answer. If there are necessary pieces of data missing, the team might have to collect additional assessment information. Teams must be careful not to make huge inference leaps, which can happen if there is not sufficient data. Yet, if the purpose is carefully defined and authentic assessment information is effectively collected, teams should be prepared to translate the assessment data into the meaningful forms of information needed. .

25 Slide title: Cross Walk: Functional Skills to Child OutcomesSlide text: Slide image: Left Side:Top: multiple choices- a) An objective and detailed description? b) Be functional? c) Clearly a single skillsBelow a square with yellow road lines and arrows 1 left, 2 bottom, and 3 right. Below “Core component to fidelity-of quality COS process

Right Side:Image of flow chart- What is the child doing (using good detail)?What is expect for the child’s ageIs the child doing this?Left-If yes, it’s AERight- If no

Is what the child doing just before the age expectation? If yes, its IF If no

o Is what the child doing an ability much earlier on the developmental progression?o If yes, it’s F

Anchor with Age written as word cloud


https://leadchangegroup.com/12-questions-to-get-your-team-thinking-more-strategically/

Script: For the COS process, the review phase will include cross walking the child’s functional skills to the three child outcomes, and age anchoring those functional abilities to understand how close or how far the child’s functioning is from age-expected development. Both of these review activities are essential parts of the COS process. They are also core components of COS fidelity. Using the cross walking and age anchoring thinking processes, shown here, and discussed in the first part of this webinar, can assist teams with these data review activities.Collectively, cross walking and age anchoring the rich assessment information gathered should provide teams the information needed to confidently determine COS ratings. Let’s look at some of the authentic information gathered about Travon’s functioning to see how it can be cross walked and age anchored.

26 Slide title: Authentic Assessment Data ExampleSlide text:

• He pushed the blue train forward and under the house bridge to the other side. At the fuel station on the other side Travon took the little hose and put it near the train. He sad “shhh” as he fueled up the train.

• Uses a fork with control and serves himself like scooping from a bowl.• On the playground, Travon watches what other kids do, but also does not talk to them or try to play with them.

Rather he plays mostly on his own doing his own thing.Travon engages in some pretend play.Travon eats independently. Travon demonstrates interest in other children.

Slide image: Top Left:Top: multiple choices- a) An objective and detailed description? b) Be functional? c) Clearly a single skillsBelow a square with yellow road lines and arrows 1 left, 2 bottom, and 3 right. Below “Core component to fidelity-of quality COS process

CenterSquare with bulleted text box:

• 1.He pushed the blue train forward and under the house bridge to the other side. At the fuel station on the other side Travon took the little hose and put it near the train. He sad “shhh” as he fueled up the train. Red text

• 2. Uses a fork with control and serves himself like scooping from a bowl. Green text• 3. On the playground, Travon watches what other kids do, but also does not talk to them or try to play with

them. Rather he plays mostly on his own doing his own thing. Blue textBelow the text box: Observation (red), Rating Scale (green), and Interview (blue)


Purple arrow at the right of each bullet line with the following text aligned:• 1. Travon engages in some pretend play.• 2. Travon eats independently. • 3. Travon demonstrates interest in other children.

Script: Shown here are some of the authentic assessment data collected about Travon’s functioning.The color coding represents the different authentic assessment methods used to collect the information. The red print notes come from observation, the green from the MEISR – rating scale, and the blue from interview with the family.Notice how these rich examples, in the purple box, provide the team a vivid picture of Travon’s functioning far beyond the broad statements shown in the grey box, such as, Travon engages in some pretend play, Travon eats independently, and Travon demonstrates some pretend play. In the data review phase of authentic assessment, teams will interpret and summarize the data collected, but without the vivid illustrations it would be difficult to understand the child’s actual functioning and sophistication of abilities. If we were only working with broad statements, such as those shown in the grey box it would be very difficult to have a shared understand of how Travon is demonstrating those abilities. Now you’ll have the opportunity to crosswalk some of the assessment information gathered about Travon’s functioning.

27 Slide title: Authentic Assessment notesSlide text: Text Box 1 Outcome 1,2,3. Text Box horizontally placed next to the box in red.

• When he was pushing the train his dad was saying Choo-Choo. After he said this 4 times Travon said Choo as he continued to push his train around the wooden track.

• Travon picked up the blue train and used it to push the red car further off the track and made a grunt sound. • He pushed the blue train forward and under the house bridge to the other side. At the fuel station on the other

side Travon took the little hose and put it near the train. He sad “shhh” as he fueled up the train. Text Box 2 Outcome 1,2,3. Text Box horizontally placed next to the box in red, blue, green.

• While playing, Travon squatted down into a half kneel position and pushed his toy blue train forward on the wooden track. (red)

• On the playground, he runs around the other equipment to get to the train. (blue)• He climbs up the steps (one foot on each step), walks across the shaky surface, and crawls through the partly

open tube, before sliding down the slide. (blue)• Travon uses a fork with control and serves himself like scooping from a bowl. (green)

Text Box Outcome 1,2,3. Text Box horizontally placed next to the box in red, blue, green.• Upon arrival, at the intake visit, Travon brought the SC a toy car, Travon extended his arm to give it to her. As

she took it, he turned away and said “Ehhh Ehhh.” (red)MSDE DSE/EIS Script AA-COS Section 3 N. Younggren

• On the playground, if other kids are playing on the train he will wait his turn to slide or climb. He does not push them or anything. (blue)

• On the playground, Travon watches what other kids do, but also does not talk to them or try to play with them. Rather he plays mostly on his own doing his own thing. (blue)

Below the text box: Observation (red), Rating Scale (green), and Interview (blue)Slide image: Green, round single message device with Go! Written on it.Script: Now let’s look at the second core activity of authentic assessment, gathering information from the family and other caregivers who know the child well. Understanding how the child functions throughout daily routines and activities helps the team recognize the child’s interrelated strengths as well as family and caregiver priorities. Since practitioners cannot observe a child during ALL the different daily experiences, families and caregivers can provide this important information.

28 Slide title: Families know their children best and love their children mostSlide text: Slide image: Multi-generational family sitting together on a sofa in a group picture.Script: Included here are a mix of authentic assessment notes from the team’s earlier work with Travon and his family. The color coding shows the authentic assessment method used to collect the information.The notes are divided into three groups. Read each group of skills and decide which of the three outcomes each set of skills crosswalks to. Jot down your answers on a sheet of paper and we’ll review the answer in a minute.

29 Slide title: Age AnchoringSlide text: TableTop row: Observation (red), Rating Scale (green), and Interview (blue)Row 2: 01 02 03 over each of three columnsRow 3: Three columnsColumn 1

• Upon arrival, at the intake visit, Travon brought the SC a toy car, Travon extended his arm to give it to her. As she took it, he turned away and said “Ehhh Ehhh.” (red)

• On the playground, iIf other kids are playing on the train he will wait his turn to slide or climb. He does not push them or anything. (blue)

• On the playground, he watches what they do, but also does not talk to them or try to play with them. Rather he plays mostly on his own doing his own thing. (blue)


Column 2 (red)• When he was pushing the train his dad was saying Choo-Choo. After he said this 4 times Travon said Choo as

he continued to push his train around the wooden track. • Travon picked up the blue train and used it to push the red car further off the track and made a grunt sound. • He pushed the blue train forward and under the house bridge to the other side. At the fuel station on the other

side Travon took the little hose and put it near the train. He sad “shhh” as he fueled up the train.Column 3

• While playing, Travon squatted down into a half kneel position and pushed his toy blue train forward on the wooden track. (red)

• On the playground, he climbs up the steps (one foot on each step), walks across the shaky surface, and crawls through the partly open tube, before he sliding down the slide. (blue)

• On the playground, he runs around the other equipment to get to the train.• Uses a fork with control and serves himself like scooping from a bowl. (green)

Slide image: Lower part of slide:Image of flow chart- What is the child doing (using good detail)?What is expect for the child’s ageIs the child doing this?Left-If yes, it’s AERight- If no



Anchor with Age written as word cloud

Script: Beyond cross walking, we have to do some age anchoring to understand how close or how far his skills are to age expected functioning. Shown here are the skills we just cross walked with outcomes 1, 2, and 3. Let’s now age anchor these using the age anchoring thinking process we reviewed in section two of this webinar. The print shown here is in bold are some key behaviors that will be particularly useful as we proceed to age anchoring.

30 Slide title: Age AnchoringSlide text:


Slide image: Image of flow chart- What is the child doing (using good detail)?What is expect for the child’s ageIs the child doing this?Left-If yes, it’s AERight- If no



Anchor with Age written as word cloudScript: With the skills we want to age anchor we have to consider what Travon is doing, what is expected at his age of 33 months,, and then determine if his ability is age expected, or just before the age expectation, or if the ability is much earlier on the developmental progression.

31 Slide title: Age Anchoring ExampleSlide text:TableTop title row: 02Row 2:

Column 1: Tavon is doing this… (over column 1) (red)

• He sad “shhh” as he fueled up the train. • When he was pushing the train the OT was saying Choo-Choo. After she said this four times Travon said Choo

as he continued to push his train around the wooden track. Column 2 @33months we’d expect (over column 2)

• Expanding vocabulary. Uses lots of words and puts 2 words together in short sentences (HELP & HB). Column 3 Review (over column 3)

• Is what Travon doing age-expected.• No, he is making sounds and sound effects. He imitated sounds too, but is not using words.

• Is what Travon doing just before age-expected (IF)?• No, Just before or IF would be using some single words. Based upon this observation (and several

others) Travon is making lots of sounds, but is not yet using words.


• Is what Travon doing a much earlier on the developmental progression of language acquisition?• Yes, he is making sounds and doing some imitation which will be important to build upon for him to

start using words and then combining those words into longer phrases. Slide image: Image of flow chart- What is the child doing (using good detail)?What is expect for the child’s ageIs the child doing this?Left-If yes, it’s AERight- If no



Anchor with Age in word cloud next to the word Review. Script: Shown here is another example of how the team age anchored Travon’s skills related to language acquisition in outcome 2. The team reviewed the detail of Travon’s behavior, considered what is age expected, then worked through the process to determine if the observed skills are AE, IF, or F.Of course the team will need more age anchored information around this outcome before they could determine a COS rating, but this is a start and another illustration of the age anchoring process.

32 Slide title: Got purpose? StartSlide text: Act/Purpose/Collect/ReviewSlide image: Left side: image of a road with Got Purpose in the sky and Start on the ground. Right side Orange square with the words Act/Purpose/Collect and Review in quadrants with arrows connecting them in a cycle. Each has a circle drawn around them.Script: Now let’s review the authentic assessment cycle. Authentic assessment must start with purpose. Knowing the purpose is important because that will guide the kind of information needed. Based on the purpose, the team collects authentic data using Observation and Hearing from Others. Review follows and involves reviewing the data collected in light of the teams stated purpose. Based upon the review and analysis of information collected the team makes decisions about the next step to take,


which is to act. Photo: https://prettierd.files.wordpress.com/2015/12/img_8002.jpg

33 Slide title: MEISR Slide text: The Measure of Engagement Independence and Social Relationships (MEISR)McWilliam & Younggren (in print)Slide image: Shown here is a snapshot of Travon’s mealtime skills sorted by outcome 3 – Using appropriate behaviors to meet needs.Top in a blue circleA square with yellow road lines and arrows 1 left, 2 bottom, and 3 right.Anchor with the word Age in a word cloudScript: Travon’s team also collected information using the MEISR. This information can be reviewed by sorting the skills by age and by outcome for use with the COS process.Shown here is a snapshot of Travon’s mealtime skills sorted by outcome 3 – Using appropriate behaviors to meet needs.From here the team can review the information to identify and see that he is not yet demonstrating some skills expected around the 18 month level, yet he is demonstrating some abilities that are age expected. This information will also be useful as the team moves ahead to determine Travon’s COS ratings.

34 Slide title: 4. Act Slide text: III. Using AA for COS Essential KnowledgeSlide image: Little girl walking across a lawn holding a stick. On the top where a balloon might be is shows the blue circle with the text Purpose/Collect/Review/Act around the inside of the circle with arrows between creating a cycle. Act is circled. Script: Action is the next phase of the authentic assessment cycle. With our purpose to collect data to assist with the COS process the action phase will include making the COS rating determinations. https://get.pxhere.com/photo/people-girl-play-kid-balloon-cute-green-soccer-child-playing-stadium-fun-happy-toddler-mongolia-happy-kid-696421.jpg


35 Slide title: MD B-K COS Process Rating ToolSlide text: Slide image: Top left circle with an arrow touching the bullseyeEach Outcome is set within the same frameworkOutcome 1: Red bordersLabel: POSITIVE SOCIAL RELATIONSHIPSRelating with adultsRelating with other childrenFollowing rules related to groups or interacting with others

Describe how the child does the following:• Demonstrates attachment• Initiates and maintains social interactions• Behaves in a way that allows him/her to participate in avariety of settings and situations• Demonstrates trust in others• Regulates emotions• Complies with familiar adult requests• Shares toys and materials with others• Initiates, responds to, and sustains interactions• Listens, watches, and follows group activitiesConsider how the child does these across settings:• Interacts with and relates to others in day-to-dayhappenings• Displays, reads, and reacts to emotions• Initiates and maintains close interactions• Expresses delight or displays affection• Transitions in routines and/or activities (familiar/new)• Engages in joint activities and/or interactions• Shows awareness of contextual rules and expectations• Responds to arrivals and departures of others• Understands and follows rulesDoes the Child? Attend to people? Display/communicate emotions? Respond to touch? Use greetings?


Relate with family members? Relate with other adults? Relate with siblings and/or other children? Engage others in play? React to changes in the environment? Adapt to changes in routines or settings?

Outcome 2: Blue borderLabel: ACQUIRES AND USES KNOWLEDGE AND SKILLSThinking, reasoning, problem solvingUnderstanding symbolsUnderstanding the physical and social worldDescribe how the child does the following:• Displays curiosity and eagerness for learning• Explores his/her environment• Explores and plays with people, objects, and toys• Engages in appropriate play with toys/objects• Uses vocabulary through spoken means, sign language,or through augmentative communication devices tocommunicate in an increasingly complex form• Learns new skills and uses these skills in play (e.g.,completing a puzzle, building a fort)• Acquires and uses the precursor skills that will allowhim/her to begin to learn reading and mathematics in kindergarten• Shows imagination and creativity in playConsider how the child does these across settings:• Imitates others and tries new things• Persists or modifies strategies to achieve a desired end• Solves problems and attempts solutions others suggest• Uses the words and skills he/she has in everyday settings• Understands and responds to directions• Displays awareness of the distinctions between things• Interacts with books, pictures, and print• Demonstrates an understanding of familiar scripts in playDoes the Child? Understand and respond to directions and requests? Understand language (e.g., prepositions)? Communicate (from cooing to using sentences)? Think, remember, reason, and problem solve? Interact with books pictures and toys?


Imitate what he/she sees others do? Learn new skills and use these skills in play? Solve problems and figure things out? Remember familiar play routines and where things are? Engage in play (how elaborate)? Understand pre-academic concepts?

Outcome 3: Teal borderLabel: USE OF APPROPRIATE BEHAVIOR TO MEET NEEDSTaking care of and communicating basic needsContributing to own health and safetyGetting from place to place and using tools

Describe how the child does the following:• Moves place to place to participate in activities androutines• Seeks help when necessary to move from place to place• Manipulates materials to participate in learningopportunities and shows independence• Appropriately uses objects (e.g., forks, sticks, crayons,clay, other devices) as toolsUses gestures, sounds, words, signs or other means tocommunicate wants and needs• Meets self-care needs (e.g., feeding, dressing, toileting)• Seeks help when necessary to assist with basic careneeds• Follows rules related to health and safetyConsider how the child does these across settings:• Gets from place to place• Assists with or engages in dressing, eating, toileting orhygiene 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 maybe dangerous• Amuses himself/herself seeks out something funDoes 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)?

BackTop of page: Decision Tree for Selection of Descriptor StatementsDecision Tree for Selection of Descriptor StatementsDoes the child ever function in ways that would be considered age-appropriate with regard to this outcome?Left side of decision tree:

No (consider ratings below) Does the child use any immediate foundational skills related to this outcome upon which to build age-

appropriate functioning across settings and situation? No

o Uses skills that are not yet immediate foundationalo Not yet

Yeso To what extent is the child using immediate foundational skills across settings and situations?

Left-Occasional use of immediate foundational skills Between not yet and nearly

Right-Uses immediate foundational skills most or all of the time across settings and situations. Nearly

Right side of the decision tree Yes (consider ratings below) Is the child’s functioning age-appropriate across all or almost all settings and situations? No

o To what extent is the child’s functioning age-appropriate across settings and situations? Left-Occasional use of age-appropriate skills; more behavior that is not age-appropriate

Between nearly and somewhat Right-Uses a mix of age-appropriate and not age-appropriate behaviors and skills across

settings Somewhat

Yes


o Does anyone have concerns about the child’s functioning with regard to the outcome area? Left-Yes

Between somewhat and completely Right-No

CompletelyBottom of page:Child Outcomes Summary (COS) Ratings and Maryland COS DescriptionsBeginning at the top Four columns of information

1. Text qualifier regarding age-appropriateness2. Buckets with color, volume coding and rating scale3. Numerical value4. Descriptor

Overall Age appropriatenessComplete 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-AppropriateSomewhat means:

Green bucket with AE about 7/ full Yellow buck with IF half full 5 • Child shows functioning expected for his or her age some of the time and/or in some settings and

situations. • Child’s functioning is a mix of age-appropriate and not age-appropriate behaviors and skills. • Child’s functioning might be described as like that of a slightly younger child.

Relative to same age peers, ______ shows many age expected skills, but continues to show some functioning that might be described like that of a slightly younger child in the area of (outcome).

Green bucket with AE about ¼ full Yellow bucket with IF about 7/8 full 4 Child shows occasional age-appropriate functioning across settings and situations. More functioning is not

age-appropriate than age-appropriate. Relative to same age peers, ______ shows

Not Age AppropriateNearly means:

Yellow bucket with IF 7/8 full Red bucket with F ¼ full 3 Child does not yet show functioning expected of a child of his or her age in any situation. Child uses immediate foundational skills, most or all of the time, across settings and situations.

Immediate foundational skills are the skills upon which to build age-appropriate functioning. Functioning might be described as like that of a younger child.

Relative to same age peers, ______ is not yet using skills expected of his age. He does however use many important and immediate foundational skills to build upon in the area of (outcome).

Yellow bucket with IF ¼ full Red bucket with F 7/8 full


2 Child occasionally uses immediate foundational skills across settings and situations. More

functioning reflects skills that are foundational rather than immediate foundational.Relative to same age peers, ______ is showing some emerging or immediate foundational skills, which will help him to work toward age appropriate skills in the area of (outcome).

Not yet means Red bucket with F full 1 Child does not yet show functioning expected of a child his or her age in any situation. Child’s functioning does not yet include immediate foundational skills upon which to build age-

appropriate functioning. Child functioning reflects skills that developmentally come before immediate foundational skills.

Relative to same age peers, ______ functioning might be described as like that of a much younger child. He shows early skills, but not yet immediate foundational or age expected skills in the (outcome) area.Script: Once the team has a thorough understanding of the child’s functioning in the outcome areas, including how those abilities compare to age expectations, the team the criteria to decide upon COS ratings. Again, this Maryland Birth to K COS Process Rating tool, includes the decision tree which teams will need to use to correctly apply the rating criteria and carefully consider the distinctions among the ratings.

36 Slide title: Decision TreeSlide text: Slide image: Does the child ever function in ways that would be considered age-appropriate with regard to this outcome?Left side of decision tree:

No (consider ratings below) Does the child use any immediate foundational skills related to this outcome upon which to build age-

appropriate functioning across settings and situation? No

o Uses skills that are not yet immediate foundationalo Not yet

Yeso To what extent is the child using immediate foundational skills across settings and situations?

Left-Occasional use of immediate foundational skills Between not yet and nearly


Right-Uses immediate foundational skills most or all of the time across settings and situations. Nearly

Right side of the decision tree Yes (consider ratings below) Is the child’s functioning age-appropriate across all or almost all settings and situations? No

o To what extent is the child’s functioning age-appropriate across settings and situations? Left-Occasional use of age-appropriate skills; more behavior that is not age-appropriate

Between nearly and somewhat Right-Uses a mix of age-appropriate and not age-appropriate behaviors and skills across

settings Somewhat

Yeso Does anyone have concerns about the child’s functioning with regard to the outcome area?

Left-Yes Between somewhat and completely

Right-No Completely

Yellow discussion bubbles are place where choices of yes/no occur within the process.

Script: The decision tree is a core component of COS fidelity for Maryland. It includes the key questions teams must answer in order to distinguish among the criteria that lead to different ratings. It is expected that practitioners who facilitate the COS rating determination process allow for discussion at each question and associated decision points on the decision tree. Shown here, as yellow discussion bubbles, are different points in the decision tree process that the team will discuss examples of the child’s functioning to determine the direction to go on the decision tree. By having clear examples of the child’s functioning in the three outcome areas and having those examples age anchored the team is well prepared to work through this process. Let’s look at what this might look like using some examples from Travon’s team.

37 Slide title: Decision Tree process-YesSlide text:

Top: Does the child ever function in ways that would be considered age appropriate with regard to this outcome?

Below in yellow discussion bubble: Let’s think of some examples Yellow response: Travon knows some of the social playground rules to wait a turn. This is an age-expected


skill for him. And he’s has had many opportunities at the playground to do this. Travon also ….. Line to yes on the right No- not connected

Slide image: Script: When working through the decision tree process practitioners should use descriptive examples rather than vague statements. By using real authentic examples the entire team is able to understands the examples being shared.In response to the first question on the decision tree, Travon’s team shared some examples and determined that, yes he does show some age-expected functioning in the first outcome – Developing positive social skills and social relationships.

38 Slide title: Decision Tree Process-NoSlide text:

Top: Is the child functioning age-appropriate across all or almost all settings and situations? Below in yellow discussion bubble: Let’s think of some examples Yellow response: He initiated interactions with adults, like when he gave the SC the car as she met the family.

But he did so with gestures and did respond or continue the interaction. He is a little shy, but we’d expect more social communication and continuation of the interaction. Additionally, with peers he….

yes on the right- not connected Line to No on left

Slide image:Script: Moving to the next question on the decision tree, you’ll notice the team discussed further examples from their authentic assessment. Shown here is just a sample of the discussion. Of course they would have referenced other examples before determining the direction to go on the decision tree.

39 Slide title: Decision Tree process 3Slide text:

Top: To what extent is the child’s functioning age-appropriate across settings and situations? Below in yellow discussion bubble: Let’s think of some examples Yellow response: At the playground he watches peers, but is not yet approaching or initiating interactions.

While it is not expected that he play cooperatively we would expect some interaction. He does play along side peers at the day care. Also when thinking about his interactions with adults he…

Left- Occasional use of AE; more not AE- line drawn to this decision (AE green bucket ¼ filled and IF yellow bucket almost full)

Right- Uses a Mix of AE and not AE, more AE (IF Yellow ½ full bucket, AE green bucket almost full.Slide image:


Script: And shown here is the following question on the decision tree. Here again the team would have discussed more than one example before landing on the agreed upon COS rating.And following the discussion and decision tree rating process, the meeting facilitator checked in with all the team members to see if consensus was reached. It’s important to engage all team members in the COS process. If there are differing opinions at any point in the process, it will be important to determine the source of the question and work to resolve it. And Having vivid authentic assessment examples of the child’s functioning can help all team members understand the detail of the skills being discussed.

40 Slide title: Team Application of Authentic Assessment and COS Essential KnowledgeSlide text: 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: Teams application of authentic assessment and COS essential knowledge can actually ease the COS rating determination process.By working through the authentic assessment phases, and using and discussing the good rich authentic assessment information that is cross walked and age anchored, team should have the information needed to determine high quality COS rating.

41 Slide title: III. Using AA for COS Essential KnowledgeSlide text:

1. Purpose2. Collect3. Review4. Act

Slide image:Rectangle piece of cardboard with twine tied into a bow. Left side has the image of a blue circle with III. Using AA for COS Essential Knowledge. The right side has the listing of 1. Purpose 2. Collect 3. Review 4. Act and the blue circle with the words Act Purpose Collect and Retrieve around the interior of the circle connected by arrows creating a cycle.

Script:In this final section of our three part webinar we’ve reviewed how authentic assessment phases combined with essential


COS practices can assist teams with making high quality COS rating determinations. To wrap up I invite you back to the ponder place for a moment of reflection.

42 Slide title: 30 Second Ponder PlaceSlide text:

1. How does what we currently do compare with was discussed in this webinar? 2. Thinking the connection of authentic assessment and the COS process, what makes me smile?

Slide image:Background of blue ocean and blue sky with clouds. Center image is a sideways fan with cloud speaking bubble-3- second ponder place. The word End is at the base of the fan.Script:Welcome back to the Ponder Place, still nice isn’t it?Before completing f this three part webinar take the next 30 seconds to think about these 2 questions.

1. How does what we currently do compare with was discussed in this webinar? 2. Thinking the connection of authentic assessment and the COS process, what makes you smile?

Start 30 sec timer

43 Slide title: Thank youSlide text: Thank you for participating in this first part of our three part webinar. [email protected] Slide image: Background of blue ocean and blue sky with clouds. Circle with a sunset image and Naomi’s image on a stamp. A speech bubble is attached to the sunset image with the slide text.Script:

44 Slide title: references


mailto:[email protected]

marylandlearninglinks.org · web viewscript: another point to consider in authentic assessment...

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