• What are the required timelines?
• When is the EMIS reporting period?
• What happens to data if the child was assigned a higher Entry Summary rating than Exit Summary rating?
• What is the federal Office of Special Education Programs looking for with the Child Outcomes Summary data?
• Does the Early Learning Assessment have to be fully completed prior to the Child Outcomes Summary?
• What are Immediate Foundation Skills?
• Should the Child Outcomes Summary be included in the profile section of the child’s IEP?
• How do you report if there are significant variances from the several sources of evidence?
• What are Foundational Skills?
• The Child Outcomes Summary Form section “Persons involved in deciding the summary ratings” suggests parent(s)/family gives a rating?
• What is the procedure for a child who transfers from another district/school?
• How will I have information about a child that has just transferred and needs to have Child Outcomes Summary completed?

• Can a school district charge tuition to a parent of a preschool child with a disability?

• Entry Summary: No later than 30 days following a child’s eligibility determination
• Annual Progress Summary: At least one COS completed annually (recommended with each IEP review)
• Exit Summary: Within 30 calendar days of the child exiting from preschool special education

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Currently the EMIS data collection window for school year 2015-16 has not been released.  Teachers should work with their district EMIS coordinators to maintain up-to-date records, so the data is available to send to EMIS when the reporting window opens. 

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• While the numeric rating may be lower at the Exit Summary, the level of age appropriate expected skills will have increased in difficulty.
• If there is a case of a Child Outcomes Summary rating regression this data will calculate and report just as a child with no progress.

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The data is intended to identify trends in how preschool children with disabilities make progress in relationship to same-aged, typically developing peers.

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The Early Learning Assessment (ELA) is a required source of evidence for the Child Outcomes Summary; however, this is not dependent upon the completion of the ELA in its entirety. By completing the 10-required learning progressions for the ELA, teachers will have evidence for each of the three outcomes in the Child Outcomes Summary.

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Skills that come just before age-expected functioning.

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The information (not actual rating) obtained regarding the child’s skills in daily activities, routines, and environments can provide documentation in the child’s profile, but is not required.

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Discern all gathered evidence from how the child interacts in a variety of settings and situations by sorting any concerns, foundational skills, immediate foundational skills and age expected functioning skills based on frequency and consideration of what supports may be in place. 

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The initial skills required prior to the development of more Immediate Foundation Skills.

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Parent(s)/family are listed because this is a source of information when determining summary rating; however, parents do not need to participate in assignment of numeric rating.

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If the child transfers from another Ohio school, the receiving district does not need to complete if the child already has an IEP and there has been at least 6 months of services.

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Use the information collected from the ETR combined with observation of any progress made from the first interaction with the child to the point of completing the Child Outcomes Summary form.

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