Child Outcomes Summary form (Entry)

The Child Outcomes Summary (COS) Entry form is used to establish a baseline of a child's developmental skills upon entry into an early intervention or early childhood special education (ECSE) program. This form assesses the child's functional abilities in three key outcome areas:

• Positive social-emotional skills (including relationships)

• Acquisition and use of knowledge and skills (including communication)

• Use of appropriate behaviors to meet needs

Ratings on the COS Entry Form are determined through a team-based process that incorporates multiple data sources, including observations, standardized assessments, and input from families. The information collected provides a foundation for measuring the child's developmental progress over time.

Key components

Student information

The following table shows all the fields that appear in the Student Information section in the Child Outcomes Summary form.

Team members

The following table provides details about the team members captured in the Child Outcomes Summary form.

Field Name	Description	Data Flow	Source
Name	The IEP Committee name selected.	Out	Use the look-up feature to find the member.
Role	The role assigned to the member selected.	In	Enter the text.
To add more, click the icon and the drop-down menu reappears in a new line that follows. The entries in the log are sequenced chronologically by default. However, you can also shuffle the hierarchy of the disabilities added in any sequence. To move a log entry upwards in the list, use theicon. Likewise, to move a log entry downwards in the list, use theicon. You can also delete any disability from the list by clicking theicon.

Apart from the details of the officially assigned or selected team, you must collect some additional details about Family information on child functioning.

The following four options are provided. You can select all the options that apply.

• Received during a team meeting

• Collected separately

• Incorporated into assessment(s)

• Not included

Skill set information

In this section, we ask the same question for the following three Cognitive and Socio-Emotional skills of the student:

• Positive Social-Emotional Skills (Including Social Relationships)

• Acquiring And Using Knowledge And Skills

• Appropriate Behavior And Skills

You can choose one of the seven assessment levels to measure and assess each skill and provide a detailed justification for your choice.

• N/A - Not Yet Assessed

• 01 - No Use of Immediate Foundational

• 02 - Some Immediate Foundational

• 03 - Emerging Immediate Foundational

• 04 - Rarely Uses Immediate Foundational

• 05 - Some of the time

• 06 - Some Concerns

• 07 - Completely Age Appropriate

Furthermore, if any of the three skills listed are a matter of concern, you are prompted to log your remarks in detail under the following three headings:

To mark any of the three skills as a concern, you must select ‘Yes’ when prompted. Otherwise, the following questions will not be visible for a response.

• Concerns.

• Immediate foundational skills/ Functioning that is not age-appropriate

• Functioning that is not yet age-appropriate or showing immediate foundational skills

To provide a detailed response in the last two sections, you can answer in one of the following three ways:

• Insert or upload your response from a statement bank.

• Narrate and record your response as voice.

• Write the response as text in the field given.