Introduction to North Dakota's Early Childhood Outcomes Process
The North Dakota Department of Public Instruction (NDDPI), through its Office of Specially Designed Services, is dedicated to providing high-quality services and supports to young children with disabilities. These efforts aim to help children become active and successful participants in various settings throughout their early years and beyond. To achieve this, the NDDPI has developed the North Dakota Early Childhood Outcomes (ND ECO) Process, a framework designed with input from local, state, and national experts in early childhood special education.
The ND ECO Process: Key Components and Objectives
The ND ECO Process involves assessing preschool children with Individualized Education Programs (IEPs) upon entry into early childhood special education services and again when they exit. This process evaluates three critical outcome areas:
- Children's positive social-emotional skills
- Children's acquisition and use of knowledge and skills
- Children's use of appropriate behavior to meet their needs
Data collected from these assessments help determine how local school district programs impact young children with disabilities. This information is crucial for:
- Assessing program effectiveness for children and families
- Improving early childhood special education services in North Dakota
- Demonstrating results to stakeholders at local, state, and federal levels
Understanding the ND ECO Process Framework
The ND ECO Process Guide offers a comprehensive understanding of the ND ECO Process, including its history and components. It provides detailed descriptions of tools and methods, such as Anchor Tools, the ND Child Outcome Summary Form, and the importance of parent participation. The guide also includes an appendix with resources for professionals implementing the ND ECO Process, such as the ND Child Outcomes Summary Form and the ND COSF Quality Assurance Checklist.
Federal Requirements and the Importance of Measuring Child Outcomes
The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 emphasizes accountability and improved educational results for children with disabilities. This emphasis aligns with the Government Performance and Results Act (GPRA) of 1993, which mandates federal agencies to identify goals and measure progress. As a result, the federal Office of Special Education Programs (OSEP) requires states to demonstrate the impact of IDEA programs through data collection and reporting.
Developing Child Outcomes
To establish preschool outcomes, OSEP funded the Early Childhood Outcomes (ECO) Center to create a consensus on child and family outcomes. This involved extensive stakeholder input and resulted in the identification of three key outcomes for children with disabilities:
- Positive social-emotional skills
- Acquisition and use of knowledge and skills
- Use of appropriate behavior to meet needs
Reporting and Using Child Outcome Data
States are required to develop a six-year State Performance Plan (SPP) and submit Annual Performance Reports (APRs) related to the SPP's indicators. Indicator 7 focuses on measuring the skills of preschool children with IEPs. Data from these reports are used to assess the effectiveness of state programs in helping young children and to ensure that local school district programs positively impact children and families.
Implementation and Pilot Projects
The NDDPI developed a pilot project to collect data for Indicator 7, involving collaboration with the National Early Childhood Technical Assistance Center (NECTAC) and North Dakota early childhood special education professionals. This project focused on developing a comprehensive plan, selecting assessment tools, and training professionals. The pilot project laid the foundation for the statewide implementation of the ND ECO Process on July 1, 2008.
Conclusion
The ND ECO Process is a robust framework designed to ensure that young children with disabilities receive the necessary support to thrive in various settings. By collecting and analyzing data on child outcomes, North Dakota can continuously improve its early childhood special education services, ultimately benefiting children, families, and communities.
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