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Position on Curriculum, Assessment, and Program Evaluation: Implications for Young Children with Dis

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Title: Position on Curriculum, Assessment, and Program Evaluation: Implications for Young Children with Dis


1
Position on Curriculum, Assessment, and Program
Evaluation Implications for Young Children with
Disabilities
Beth Rous, Division for Early Childhood (DEC)
Patricia Snyder, Louisiana State University
Health Sciences Center Mary McLean, University of
Wisconsin - Milwaukee Katherine McCormick,
University of Kentucky Kristie Pretti-Frontczak,
Kent State University Marilou Hyson, National
Association for the Education of Young Children
(NAEYC)
2
Today we will..
  • Review the NAEYC paper
  • Discuss the proposed DEC companion paper and
    process for development
  • Provide an opportunity for input into the content
    of the Companion Paper
  • Discuss proposed dissemination methods.

3
CURRICULUM, ASSESSMENT, AND PROGRAM EVALUATION
  • A Position Statement of
  • NAEYC and NAECS/SDE

4
Background and Revision Processes
  • CommitteeNAEYC Board, NAECS/SDE Leaders, Other
    Experts
  • Review of 1991 positionstrengths and needs for
    update
  • Conference sessions, Web feedback, solicited
    expert review of drafts
  • Approval by NAEYC and NAECS/SDE
  • Final edits and Web posting

5
Three Versions
  • Purpose meet needs of varied audiences
  • Core position with recommendations and
    indicators of effectiveness
  • Expanded version, including tools and resources
  • Discussion of principles and values
  • Trends and issues
  • Rationales for each recommendation
  • FAQs and developmental charts
  • Glossary and References
  • Where We Stand fact sheets
  • All available on NAEYC Web site, www.naeyc.org

6
KEY RECOMMENDATIONSAND INDICATORS OF
EFFECTIVENESS
7
Curriculum
8
Assessment
9
Program Evaluation
10
  • NEXT STEPS

11
Why a companion piece from DEC?
  • History of collaboration between DEC and NAEYC.
  • Need to address the additional and specific needs
    of young children with disabilities.
  • Provide additional guidance to professionals who
    work in inclusive settings about how to merge
    practices.

12
Process Being Used
  • Oversight workgroup established by DEC Board that
    includes DEC and NAEYC members
  • Subgroups formed by area assessment, curriculum,
    and program evaluation
  • Document to be published by DEC
  • Endorsements by NAEYC and NAECS/SDE

13
Work Group Members
  • Beth Rous, Marilou Hyson
  • Curriculum
  • Kristie Pretti-Frontczak, Jennifer Grisham-Brown,
    Eva Horn, Joan Lieber, Lucky McKeen, Debbie
    Matthews, Lynn Sullivan
  • Assessment
  • Katherine McCormick, Kristen Missall, Jackie
    Sampers, Juliann Woods
  • Program Evaluation
  • Pat Snyder, Mary McLean, Linda Goodman, Lynne
    Kahn, Jeff Priest, Scott Snyder, Sharon Walsh

14
Organization of Companion Paper
  • Introduction
  • Describe the relationship between this document
    and the NAEYC Position Paper
  • Provide a rationale for the document
  • Describe the overarching principles
  • Separate Sections on Curriculum, Assessment,
    Program evaluation that include
  • Overview
  • Rationale
  • Indicators of Effectiveness
  • Guiding Questions
  • Tables that provide examples of how the
    recommendations can be implemented in programs

15
Audience
  • Practitioners and administrators at local or
    state levels who support young children with
    disabilities and their families .

16
Timelines and Process
  • Spring 2004 Fall 2004
  • Paper Development
  • January 2005
  • Peer-review process coordinated by the DEC
    Publications Committee
  • February 2005
  • Workgroups respond to reviewer comments
  • March 2005
  • Full paper review by DEC Board and select JEI/YEC
    editorial board members
  • April May 2005
  • Final revisions and submission for board approval
  • Endorsements sought
  • June 2004
  • Paper is posted on DEC website

17
Providing Input into Content
  • Divide into interest groups
  • Targeted discussions
  • Record key points
  • Round Robin review

18
Curriculum Discussion Points
  • How should curriculum be defined for young
    children?
  • What are important issues related to curriculum
    that should be considered by the companion paper?
  • After reviewing the curriculum framework
    described in the companion paper what seems to
    hold true, what makes sense, and what might be
    confusing or missing?

19
Assessment Discussion Points
  • What standards are useful in the assessment
    process?
  • What should be assessed?
  • For what purpose is norm-referenced testing
    appropriate?
  • How should families be included in assessment?
  • How does assessment link to service?
  • What is the distinction between assessment and
    evaluation?

20
Program Evaluation Discussion Points
  • Answering the question Does it work?
  • Key Issues
  • Defining program (the it)
  • Considerations
  • Who funds the programexpectations for program
    evaluation
  • Levels at which program evaluations occur.
  • What children and families experience

21
Additional Thoughts on Dissemination
  • Are there other products or resources that would
    be helpful to the field?
  • Are there additional accompaniments that would be
    useful and needed?

22
Final Thoughts and Questions
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