In this episode of DaSy Talks, hosts Howard Morrison and Jenna Nguyen sit down with Michelle Ogorek and Sandy Miller to explore how Wisconsin is strengthening child outcomes data quality through the Child Outcome Summary Knowledge Check, or COS-KC. Together, they share how Wisconsin moved from treating child outcomes measurement as a compliance task to building an environment where data are used in real time to support decisions, improve programming, and better understand outcomes for preschool children with disabilities.

Michelle describes Wisconsin’s shift from “checking the boxes” to helping local education agencies, or LEAs, see the value of their child outcomes data. Through participation in a DaSy child outcomes data cohort, the state developed a real-time application that gives LEAs access to data they can use throughout the year – not just during annual reporting. The COS-KC became a key part of that system, helping districts assess whether practitioners had the foundational knowledge needed to participate effectively in the Child Outcome Summary process and generate accurate ratings.

Sandy offers an inside look at how Wisconsin supports LEAs in using COS-KC reports to guide professional development and technical assistance. Completion and passing reports, practitioner characteristics reports, and individual status reports help both the state and districts understand where additional support may be needed. These data help answer important questions about practitioner training, rating reliability, and how child outcomes information can inform instructional and programmatic improvements.

Throughout the conversation, Michelle and Sandy emphasize the importance of messaging, buy-in, and relationships. Wisconsin intentionally framed the COS-KC as a “Knowledge Check,” rather than a test or assessment, to reduce stress and position the process as a learning opportunity. They also describe how data digs with LEAs create space for deeper conversations about progress categories, evaluation practices, service delivery, and whether children are experiencing meaningful growth.

Download the transcript.

Michelle and Sandy close by offering practical advice to other states and districts: do your homework, use available resources, listen to LEAs, engage technical assistance, and identify someone who can help keep the work moving forward. This episode highlights how a thoughtful approach to data quality can ripple outward—building confidence, strengthening local ownership, and helping states and districts use child outcomes data to improve services for young children and their families.

Related Resources

• Child Outcomes Summary Knowledge Check (COS-KC)
• DaSy Data System Framework
• Critical Questions
• Look! Think! Act!
• Data Leadership Competencies
• Data Culture Toolkit
• Data Inquiry Cycle
• IDIO 2024 Presentation: New to Child Outcomes Measurement?

About Our Guests and Hosts

Sandy Miller, MA.Ed, is a TA specialist with Wisconsin’s Statewide Early Childhood team.  With 30 years of experience in special education, she partners with and coaches Wisconsin school districts to create and sustain high-quality early childhood inclusion practices.  Through thoughtful analysis and examination of data, she supports and guides districts in developing effective data systems and processes at the program and system levels, driving continuous improvement and stronger outcomes for early childhood students.

Michelle Ogorek has been working in the field of Early Childhood for over 30 years as a provider, a mentor, a diagnostician, a program support teacher and currently as the Wisconsin Statewide Early Childhood Coordinator.  Professional interests include preschool inclusion, use of evidence based practices, functional assessments and IEP development and developmentally appropriate practice for all children.

Howard Morrison is a DaSy Technical Assistance State Liaison who specializes in early childhood education on a variety of topics, including interagency data integration and data use, data governance, data sharing agreements, school readiness, transitions, public–private partnerships, community engagement, and systems and relationship building in state systems.

Jenna Nguyen is a technical assistance specialist for The DaSy Center. With over 10 years of experience across the early childhood and special education systems, she brings a passion to empowering families, cultivating authentic connections, and integrating systems thinking and data to ensure that children and families can access the quality services and supports they need to thrive.