Illinois Child Outcomes Summary (COS) Form Entry - Early Childhood Outcomes Instruction

Oct 10, 2026

Uploaded by Damian

Early Childhood Outcomes Instruction Document provides guidance for accurately completing the Illinois Child Outcomes Summary (COS) rating form. It explains how to distinguish entry versus progress fields, where to complete dates and ratings, and how to use evidence that reflects the child’s real routine functional skills across settings. The document details requirements for annual progress timing, age-referenced expectations, and special considerations such as assistive technology and accommodations.

LanguageEnglish

CategoryExam

FormatPDF

Pages4

Reading Time10 min

AccessFree to download

Illinois Child Outcomes Summary (COS) Form Entry

Entry and Progress completion rules

Rating requirements and timelines

Progress and evidence summaries

Sources of supporting evidence

Special considerations

Rating levels and interpretation

Outcome areas

Early Childhood Outcomes Instruction Document This is an instruction document and is meant to accompany the outcomes rating form. You will find questions to consider and tips in completing this form accurately. Do not use this as your rating form. Please note this instruction document is longer than the ratings form to accommodate the additional information provided. For questions regarding early childhood outcomes, contact the Early Childhood Department at 217-524-4835 or [ecsped@isbe.net](ecsped@isbe.net). Illinois Child Outcomes Summary (COS) Form Entry Progress Date: For Entry complete white areas only. For Progress complete the entire form, including gray areas. Entry rating date must occur prior to the progress rating date. Progress ratings are required annually between February 1 and July 31. The rating can be no more than 6 months old when the child exits ECSE services. For additional [information:](information: www.isbe.net/Pages/Early-Childhood)[ ](information: www.isbe.net/Pages/Early-Childhood)[www.isbe.net/Pages/Early-Childhood](information: www.isbe.net/Pages/Early-Childhood)Outcomes-System.aspx Name: SID: Male Female DOB: Last First Middle District: School: | | | | | | | --- | --- | --- | --- | --- | | | | | | | | | | | | | | | | | | | | | | | | | | Progress Rating Only (choosing “Yes” does not require a rating change) Compare the child’s current and past skills. ANY new skills should be considered as progress. Child may make progress even if the child has not improved his/her rating number. | | | | | | | Made Progress Toward Increasing Positive Social Relationships? Yes No | | | | | | Made Progress Toward Increasing Acquisition and Use of Knowledge Skills? Yes No | | | | | | Made Progress Toward Increasing Taking Appropriate Action to Meet Own Needs? Yes No
| | | | | Summary of Evidence:
For entry, EI rating is to be considered, if appropriate.
Ratings are completed in all three areas, even if no concerns. Functional outcomes are determined by the child’s skills right now compared to age expectations.
Evidence reflects actual functioning across a variety of settings, not just under ideal circumstances. If the child uses assistive technology or special accommodations in everyday life and across settings, then the ratings should be determined while using that support. | | Summary of Evidence:
Where is the child’s current functioning?
Provide examples of the child’s typical functioning.
Which skills are at an age expected level?
Any concerns?
Which skills are at an immediate foundational level (as those of a slightly younger/younger child)?
Which skills are at a foundational level (as those of a much younger child)? | Summary of Evidence:
Does the evidence support the rating?
Does the evidence show multiple sources of assessment data?
Does the evidence reflect various aspects of the outcome, such as peer and adult interactions for Positive Social Relationships?
Does the evidence reflect the child’s everyday functioning, not just test scores?
Are all of the settings and situations the child participates in used to determine the ratings? | | Sources of Supporting Evidence – Date: Date must be current and all information must be less than six months old. Authentic assessment: focusing on child’s routine functional skills. Additionally, for progress, one primary assessment is required along with supplemental assessments. Special Considerations: Consider any special accommodations, such as assistive technology, mobility aids, and first-time school experience. Do not consider prematurity Sources of Supporting Evidence – Date: Multiple Sources including people indifferent settings and situations with knowledge of the child. (Family, teachers, caregivers, etc. ) Special Considerations: Sources of Supporting Evidence – Date: Multiple Measures can include age referenced assessments

FAQs

How should the form be completed for entry versus progress?

Complete white areas only for entry. For progress, complete the entire form, including gray areas.

When must progress ratings be completed and how recent can they be?

Progress ratings are required annually between February 1 and July 31. The rating must be no more than 6 months old when the child exits ECSE services.

What evidence should support the outcome ratings?

Evidence should reflect actual functioning in everyday settings, using multiple sources when available and considering peer and adult interactions, not only test scores.

Oct 10, 2026

Uploaded by Damian