1. Nancy Skorheim ND Section 619 Coordinator

3. ND Child Outcome Summary Form Quality Assurance Checklist
ND Early Childhood Outcomes Process
Age Expectation Developmental Milestones

5. Where have we been?
Feb ND Early Childhood Outcomes, ND ECO, Committee began developing the ND ECO Process
May Pilot Projects began collecting entry data
May Phase I sites are trained and began collecting entry data July 1, 2007
November ND ECO Process Guide completed
Jan.- Feb.- March Training on the Guide
Feb.- March ND COSF training with NECTAC
May Statewide Conference
July 1, Implement ND ECO Process statewide
November Establish training needs through surveys, conference evaluations, district plans
January ND ECO Committee data training
February Components of a Quality ND ECO Process statewide trainings with NECTAC
Winter/Spring Quality Assurance Checklist Trainings
Fall Distribution of the ND Child Outcomes Process –
Age-Expectation Milestones

6. The Early Childhood Outcomes Center

7. Overarching Goal
“To enable young children to be active and successful participants during the early childhood years and in the future in a variety of settings—in their homes with their families, in child care, in preschool or school programs, and in the community.”
Source: The ECO Center recommendations regarding child and family outcome statements, revised April 2005.

8. Technical Assistance Ideas from State Surveys, District Plans, May Conference Evaluations and the ND ECO Committee “To Do” list
Anchor Tools
-Quick reference chart/rubric summarizing the Anchor Tools
-Additional training relating to the Anchor Tools
ND ECO Process
-On-going training for new and existing staff
-Introduction training to the ND ECO Process on the NDDPI website – Power Points, handouts etc.
-List of materials to assist in different aspects of the Process
-Updates to the current Question and Answer document
-Videos/printed examples of what is considered an exemplary team meeting
-Outcomes/IEP Process flow chart
-Examples of outcome statements/supporting evidence and example ND COSF
-Sharing between units to see how others are doing the ND ECO Process
Parent Resources
-Tools for parents including checklists, etc…
Skill Training
-Age expectations checklists
-Information/handouts/course on foundational skills
-Information/handout/course on functional skills
Data Training
-Workshop/calls relating to the gathering and reporting of quality data across the state, across programs, across services
-Process to collect, monitor and interpret the data
Other Resources/Requests
-Folders for ND ECO Process information
-Website directory of resources
-Trainings with Infant Development (Part C) regarding the Process
-Conversation starters for meetings

9. ND Early Childhood Outcomes Process Guide

10. ND ECO Process Guide
ND ECO Process Guide can be located at:
Back to today’s meeting focusing on the ND ECO Guide. I have included on this slide the web address where the ND ECO Guide is located.

11. ND ECO Process Parent Brochure
As part of step one of the ND ECO Process, it is recommended that when a child enters into early childhood special education services, discuss the ND ECO Process with parents and professionals. The North Dakota Early Childhood Outcomes Project Brochure, located in Appendix A, provides general information that will assist in this discussion. Lets take a look at some of the questions that are addressed in the brochure.

13. ND Early Childhood Outcomes Process
Questions and Answers
ND Early Childhood Outcomes Process

14. Questions and Answers Topics
Entry Data
Anchor Tools
Outcome Areas
Child Outcome Summary Form
Exiting Data
Data Reporting
Transfer Children
Parent Involvement
Articulation Only Children

15. Age Expectation Developmental Milestones
ND Early Childhood Outcomes Process
Age Expectation Developmental Milestones - Quick Reference
2. ND Early Childhood Outcomes Process
Age Expectation Developmental Milestones by Age Groups
3. ND Early Childhood Outcomes Process
Age Expectation Developmental Milestones – Full Version

16. Social Emotional Skills
Outcome 1:
Social Emotional Skills
Children demonstrate age appropriate functioning by…..
Birth to 6 Months
Fixating on the human face and tracking or following movements
Being comforted and appearing to enjoy touch and being held by a familiar adult
Smiling spontaneously to human contact smiling in play, and smiling at self in mirror
Vocalizing in response to vocalizations and speech produced by an adult
Outcome 2:
Acquiring Skills and Knowledge
Trying to cause things to happen such as kicking a mobile and smiling
Developing more precise imitation skills of facial movements and speech sounds
Securing an object that is partially hidden with a cloth
Demonstrating exploratory behaviors with objects
Pitch and intonation vary
Outcome 3:
Taking Appropriate Action to Meet Needs
Beginning to reach for objects
Bringing hands together at midline
Walking reflex; when held upright with feet resting on flat surface, lifts feet alternately in walking-like motion
Holding small objects or toys

17. #1 Technical Assistance Request
What should be included in each section of the ND Child Outcome Summary Form?

18. ND COSF Quality Assurance Checklist
Why was the Checklist developed?
To allow for the creativity and style of the writers and give the needed guidance to assure that each component of the ND COSF is being addressed correctly
To provide a tool for districts and state personnel to measure the consistency and quality within each section of the ND COSF
What process was used to develop the Checklist?
Reviewed other state documents, NECTAC/ECO documents and ND statewide needs
Incorporated the components of the ND COSF into the Checklist
ND ECO Committee members piloted the form and changes were incorporated
Beginning training was provided on a statewide conference call, followed by individual Special Education Unit trainings
Who should use the Checklist? 
Individuals responsible to assure quality and consistent COSF data within their unit/district
NDDPI personnel for district and statewide monitoring of Indicator 7 data
Monitoring
Compare initial IEP to assure they have a COSF
They have access to their data
Constant view of indicator information

19. Quality Assurance Checklist Trainings
Fall 2009 to Spring 2010, ND DPI provided trainings for individual special education units
Reviewed the Child Outcome Summary Form ratings to assure that individuals are interpreting the ratings consistently;
Using example ND COSFs, participants became acquainted with each section of the Checklist; and
Each participant used the Checklist to review one of their ND COSFs. 

20. North Dakota Child Outcomes Summary Form
Child’s Name:________________________________________ Date of Birth: ______/______/_______
ENTRY Ratings: Date entry summary ratings were completed:
Date Preschool Special Education Services began:
Persons involved in deciding the ENTRY summary ratings (name, role):
Anchor Tool used for the Entry Rating:
EXIT Ratings: Date exit summary ratings were completed:
Date Preschool Special Education Services ended:
Exit summary rating not completed because:
Persons involved in deciding the EXIT summary ratings (name, role):
Anchor Tool used for the Exit Rating (A description of how and to what extent different tools are comparable in what they measure must be provided if the district uses a different measurement toll at entry than at exit):
You have a copy of the COSF in the appendix of your Guide. Let’s take a quick look at the form. The ND COSF consists of two sections. The first section requires the team to complete child identification information along with the dates the entry and exit ratings were completed and who attended the meeting.

21. Sources of Information
Outcome Area 2 - Acquiring and Using Knowledge and Skills
Thinking, reasoning, remembering, and problem solving
Understanding symbols
Understanding the physical and social worlds
2a.To what extent does this child show age-appropriate functioning, across a variety of settings and situations, on this outcome? 1 2 3 4 5 6 7
Child uses no immediate foundational skills across settings and situations.
Child rarely uses immediate foundational skills across settings and situation.
Child uses immediate foundational skills across settings and situations most or all of the time.
Child rarely uses age- appropriate skills. More behavior is not age-appropriate than is age-appropriate.
Child uses a mix of age-appropriate and not age appropriate behavior and skills all of the time.
Some concerns about child’s functioning with regard to the outcome area.
The child uses age-appropriate behavior and skills in all or almost all everyday situations.
Rating
Sources of Information
Supporting Evidence
Entry
Exit
2b. (If question 2a has been answered previously): Has the child shown any new skills or behaviors related to acquiring and using knowledge and skills since the last outcomes summary? (Check one)
Progress
Yes 1
Describe progress: No
Section Two of the ND COSF provides separate sections for each child outcome area. Each section provides an area for the team to document the rating for the outcome area as well as the Sources of Information and Supporting Evidence which was used by the team to determine the rating.
Sources of Information
state approved Anchor Tool,
parent and clinical observations,
service provider notes about performance in difference situations, and
progress and issues identified in the IEP present level of educational and functional performance.
Supporting Evidence
For example, if a child’s functioning receives a rating of ‘5’, the supporting evidence should show a mix of age appropriate and not age appropriate skills and behaviors.
Progress?
The team must complete questions relating to progress at the same meeting when the team completes the child’s exit rating.
Progress is defined as the acquisition of at least one new skill or behavior related to the outcome.
Next, the team must describe the general nature of the progress in the space provided.

22. ND Child Outcomes Summary Form Quality Assurance Checklist Directions
To assure consistent high quality data within each ND Child Outcomes Summary Form (ND COSF), the ND Early Childhood Outcomes Committee developed and piloted the ND COSF - Quality Assurance Checklist. It is recommended that the ND COSF Checklist be completed by individuals responsible to assure quality data within their unit/district. The information gathered from the review of unit/district ND COSFs will provide valuable information which will assist in determining training needs for the district/unit.
Provided below are the directions to complete each section of the ND COSF Checklist. Each section within the directions corresponds with each section found on the Checklist.
Adapted from the The Early Childhood Outcomes Center document - Guidance for Reviewing Completed Child Outcomes Summary Forms (COSFs): Quality Assurance - 9/08

23. Enter the child’s name and check if you are reviewing entry rating data and/or exit rating data. Enter the date of the review, the person completing the review and the case manager responsible for the completion of the ND COSF for the file being reviewed.
Child’s Name__________________________ □entry rating review □exit rating review
Person completing the ND COSF review________________ Date of review ___________
Child’s Case Manager _____________________________________________________

24. ND COSF was completed in a timely manner
Entry Data can be determined up to 60 days upon entrance to early childhood special education services. Exit data should be gathered during the time period right before the child leaves early childhood special education services or by the time the child turns 6 years of age if they are receiving ESCE services beyond their 6th birth date. If the team did not complete the entry and/or exit rating in a timely manner, check no and review the data within the COSF for an explanation of the delay and note the reason in the comment section. This information may also be located in the section Exit Rating not completed because.
Checklist Components
Comments
1. ND COSF was completed in a timely manner
For entry – up to 60 days upon entrance to ECSE services
□yes □no □n/a□
For exit – time period right before the child leaves ECSE services

25. 2. The child’s IEP team completed the ND COSF
The ND COSF should be completed as part of the child’s IEP process. IEP team members should be listed on the top section of the ND COSF. If the team completed the ND COSF, check “yes”. If the IEP team did not complete the COSF, check “no” and state who completed the COSF in the comment section.
Checklist Components
Comments
2. The child’s IEP team completed the ND COSF
□yes □no □n/a□

26. Checklist Components Comments □yes □no □n/a□
All areas of the ND COSF were completed
The focus of #3 is to assure that all appropriate sections within the ND COSF are completed. Sections focus on the quality of the information within each section.
Demographic Section -
If all appropriate (entry and/or exit information) areas of the demographic section of the ND COSF are completed, check yes for this part of #3. This assures that areas have been completed. If areas are not completed, check no and add additional information in the comment section.
Top areas of the ND COSF that must be completed are:
Date Entry/Exit Ratings (if child is exiting) were completed
The reason there is no Exit rating is explained (if appropriate)
Date preschool services began/ended
Team members (names and their roles)
Anchor Tool used for Entry and Exit (if child is exiting) Ratings
Checklist Components
Comments
All areas of the COSF were completed
Demographic Section Completed
□yes □no □n/a□

27. 3. All areas of the ND COSF were completed
The focus of #3 is to assure that all appropriate sections within the ND COSF are completed. Sections focus on the quality of the information within each section.
Outcome Areas -
To assure that information relating to each outcome area is completed, review and respond with a Yes, No, or NA for Outcome 1, 2, and 3. The Child Summary Rating Section of the ND COSF are:
Entry/Exit (if the child is exiting) Ratings
Sources of Information
Supporting Evidence
If it is an exit meeting, the “b” question, regarding Progress, must be addressed for each outcome area
Respond Yes (Y), No (N) or Not Applicable (NA) for each outcome
Outcome
Comments
Entry and/or Exit ratings for each outcome
(as appropriate)
Sources of Information were listed
Supporting Evidence was provided for each outcome
For Exit COSF, answers were given for each “b” section.

28. 4. Multiple Sources of Information were considered
Many types of quality information should be considered in determining a rating. In addition to the state-approved Anchor Tool, results from other types of information may include but are not limited to: parent and clinical observations; curriculum-based assessments; norm-referenced assessments; service provider notes about performance in different situations; and the child’s IEP. Review the Sources of Information for each outcome area to assure that multiple sources of quality information were documented for each outcome and that the state-approved Anchor Tool was documented in each outcome area.
Outcome
Comments
4. Multiple Sources of Information Multiple Sources of Information were documented
Approved Anchor Tool was listed

29. Summary Ratings Are Based on…
Types of Information
Approved Anchor Tool Assessment
Curriculum-based assessments (e.g., HELP)
Norm-referenced assessments (e.g., BDI-2)
Developmental screenings (e.g., Ages & Stages)
Observation and report
Sources of Information
Parents and family members
Service providers
Therapists
Physicians
Child care providers
Teachers
People familiar with the child in all of the settings and situations that he/she is in

30. 5. Supporting Evidence was functional and addressed each outcome area
Does the evidence correspond to the appropriate outcome area?
Does the information provided in the Supporting Evidence section relate to the appropriate outcome per area? In other words, does the evidence for Outcome 1 relate to social relationships, Outcome 2 to acquisition and use of knowledge and skills, Outcome 3 to taking action to meet needs?
Does the evidence cover all appropriate aspects of the outcome?
In Outcome 1, for example, does the evidence address relationships with peers as well as adults? In Outcome 2, does the evidence address thinking and problem-solving as well as language development, etc.? In 0utcome 3, does the evidence address feeding, dressing, getting from place to place, etc.?
Is the evidence functional?
Are examples of functioning provided? In other words, does the Supporting Evidence section include examples of the child’s every-day functioning with emphasis on “how” the child is able to carry out meaningful behaviors in a meaningful context, rather than a list of skills or items from an assessment tool?
Is appropriate discipline-specific evidence provided to support the targeted outcome?
For example, if speech skills are concerns, do speech concerns related to socialization appear under Outcome 1, speech concerns related to learning appear under Outcome 2, and speech concerns related to getting needs met appear under Outcome 3?
Does the documentation include evidence of the child’s performance across settings and situations?
The Supporting Evidence information should provide an overall picture of how the child functions for each outcome area across a variety of typical settings and people in their life. For example, the evidence should include information from the several settings the child participates in, i.e. preschool, home, community. It should also show evidence of how the child participates in a variety of situations such as playing with peers, self-help skills at school and at home.
Outcome
Comments
Supporting Evidence is functional and addresses each outcome area
Evidence relates to the outcome area
Evidence covers appropriate aspects of the outcome area
Evidence includes examples of the child’s functioning
Discipline-specific evidence is included
Evidence includes performance across settings and situations

31. Outcome Comments 6. Supporting Evidence supported the assigned rating
In other words, if the rating is:
7 -- Does the Supporting Evidence illustrate age-appropriate skills and behaviors?
6 – Does the Supporting Evidence illustrate skills and behaviors that are age appropriate but with an identified area of concern?
5 – Is there a mix of skills and behaviors that are age-appropriate and not age appropriate?
4 – Are there a few examples of skills and behaviors that are age appropriate, but mostly not age appropriate?
3 – Does the Supporting Evidence reflect immediate foundational skills, and no age-appropriate skills?
2 – Are there a few examples of immediate foundational skills, but most skills and behaviors are much lower than age expectations?
1 –Does the Supporting Evidence reflect skills and behaviors that are much lower than age expectations, with no immediate foundational skills?
Is enough information provided to support the rating given?
The Supporting Evidence should provide a summary of key information that supports the rating. This would include information related to the Anchor Tool.
Does the evidence reflect the child’s functioning compared to same-age peers?
For example, for ratings of 1 and 2, do the child’s skills and behaviors reflect those of a much younger child? For a rating of 5, does the evidence reflect a mixture of age-appropriate and not age-appropriate skills and behaviors all of the time?
Does the evidence support the progress rating for children who are exiting?
Does the evidence support the progress rating? Progress is defined as the acquisition of at least one new skill or behavior related to the outcome since the entry date. If the team checked yes, the child made progress, then the team must describe the general nature of the progress in the space provided, Describe Progress:
Outcome
Comments
Supporting Evidence supports assigned rating
Evidence supports rating criteria
Sufficient evidence to support rating
Evidence shows comparison to child’s age
For exit rating, progress number was checked and progress described

32. Overarching Goal
“To enable young children to be active and successful participants during the early childhood years and in the future in a variety of settings—in their homes with their families, in child care, in preschool or school programs, and in the community.”
Source: The ECO Center recommendations regarding child and family outcome statements, revised April 2005.