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Effective Practices in PreK Assessment

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Title: Effective Practices in PreK Assessment


1
Effective Practices in Pre-K Assessment
  • Dr. Mary McLean
  • University of Wisconsin-Milwaukee

2
Functions of Assessment
  • Evaluation to Determine Eligibility
  • Assessment for Program Planning
  • Monitoring Child Progress
  • Program Evaluation (Accountability)

3
Division for Early Childhood (DEC)Recommended
Practices
  • DEC Recommended Practices in Early
    Intervention/Early Childhood Special Education
    (Sandall, McLean and Smith)
  • DEC Recommended Practices Program Assessment
    (Hemmeter, Joseph, Smith and Sandall)

4
Soon to be released.
  • DEC Recommended Practices A Comprehensive Guide
    for Practical
  • Application. Longmont, CO Sopris Publishing
    Co
  • DEC Recommended Practices Workbook
  • DEC Executive Office
  • www.dec-sped.org

5
Eligibility
  • Eligibility Criteria for Florida
  • Traditional Assessment vs Authentic Assessment

6
Florida Eligibility Criteria
  • Child meets criteria for categories of
    exceptionality
  • or
  • Child meets criteria for developmental delay

7
Criteria for Developmental Delay
  • -2 SD or 25 delay in 1 developmental
  • area or
  • -1.5 SD or 20 delay in 2 areas or
  • use of informed clinical opinion

8
Traditional Assessment
  • Standardized norm-referenced instruments
  • Administered separately by discipline
  • Administered in testing rooms at the center
  • Parents are not involved in testing or
    decision-making

9
The result of traditional assessment could be.
  • the strange behavior of children in strange
    situations with strange adults for the briefest
    possible period of time.
  • (Bronfenbrenner, 1979)

10
Authentic Assessment
  • Authentic assessment is assessment that occurs in
    real life contexts with realistic performance
    demands

11
  • The best way to understand the development of
    children is to observe their behavior in natural
    settings while they are interacting with familiar
    adults over prolonged periods of time
  • (also Bronfenbrenner)

12
  • Authentic assessment is a deliberate plan for
    investigating the natural behavior of young
    children. Information is captured through direct
    observation, interviews, rating scales and
    observed samples of the natural or facilitated
    play and daily living skills of children
  • (Neisworth Bagnato, 2004)

13
Examples of Authentic Assessment
  • Observation in natural settings
  • Play-based assessment
  • Parent/caregiver interviews

14
Authentic assessment results are facilitated by .
  • Pre-assessment planning
  • Parent involvement in the planning and in the
    assessment
  • Use of informed clinical opinion based on
  • review of existing information,
  • observation in familiar environments,
  • gathering of information from parents
  • and other adults who know the child

15
A good example of the importance of authentic
assessment for purposes of eligibility is the
assessment of children who are English Learners
16
Assessing Children who are English Learners
  • One out of every five school-aged children comes
    from a home where a language other than English
    is spoken
  • One out of every three teachers has an English
    Learner in their classroom
  • (P. Tabors, One Child, Two Languages)

17
Myths about second language acquisition
  • Young children learn second languages quickly and
    effortlessly
  • If a child is delayed in their home language and
    also in English, they must have a language or
    cognitive disability

18
The assessment team should have knowledge about
  • Bilingualism and factors influencing bilingualism
  • Second language acquisition
  • Typical processes of language acquisition that my
    impact a childs performance

19
Bilingualism
  • Simultaneous or successive
  • Age of acquisition
  • Amount of exposure to both languages
  • Opportunity/motivation to use both languages

20
Second Language AcquisitionStages of Successive
Bilingualism
  • Continued use of home language to communicate
    with others who use the second language
  • Passage through a silent/nonverbal period while
    acquiring receptive language
  • Use of telegraphic (formula) speech
  • Beginning productive use of second language

21
Processes of language acquisition that may impact
a childs performance
  • Language loss
  • Codeswitching

22
To adequately assess eligibility for special
education of children who are English Learners
  • Pre-assessment planning to gather existing
    information and to plan processes and procedures
  • Involve family in planning and implementing the
    assessment
  • Select non-discriminatory instruments or
    procedures
  • Administer the assessment in the childs dominant
    language (or in both languages)
  • The team should have expertise in second language
    acquisition and should use informed clinical
    opinion

23
Functions of Assessment
  • Evaluation to Determine Eligibility
  • Assessment for Program Planning
  • Monitoring Child Progress
  • Program Evaluation (Accountability)

24
Accountability
  • A system designed to evaluate whether, and to
    what degree, programs meet standards or
    expectations.

25
(No Transcript)
26
In God We Trust.
  • From everybody else,
  • we expect data!

27
A Nation At Risk
  • In 1983 the Carnegie Foundation released a study
    that found that the quality of education in the
    United States lagged behind that of other
    industrialized nations

28
White House and Congress
  • U.S. Department of Education
  • U.S. Department of Health and Human Services
  • Part C and Section 619 of IDEA
  • Head Start

29
Government Performance and Results Act1993
  • All federal agencies are required to identify
    program goals and indicators and must report
    their progress to Congress annually.

30
Preschool GPRA Indicators
  • of preschool children who receive special
    education in inclusive settings will increase
  • of preschool children with disabilities
    receiving special education and related services
    who have readiness skills when they reach
    kindergarten

31
Program Assessment Rating Tool
  • Whitehouse
  • Office of Management and the Budget

32
The PART Assessment was introduced in 2002 by OMB
as a tool to promote performance-based
budgeting. It is designed to establish a
meaningful link between GPRA and the budget
process.
33
Program IDEA Preschool Grants
  • KPI
  • of preschool children receiving special
    education and related services who have
    readiness skills when they reach kindergarten
  • FY2002 Spring Review
  • Results not demonstrated

34
IDEA 97
  • -Provide access to the general education
    curriculum
  • -Include students with disabilities in state and
    district-wide assessment with appropriate
    accommodations
  • -Establish performance goals and performance
    indicators for students

35
No Child Left Behind2001
  • Strengthens requirements for an accountability
    system aligned with state standards
  • All districts and schools must make adequate
    yearly progress (AYP) toward reaching proficiency
    for all children within 12 years

36
Good Start Grow Smart2002
  • Accountability for Head Start National
    Reporting System will assess child progress in
    early literacy, language and numeracy skills
  • States develop quality criteria for ECE
    voluntary guidelines on pre-reading and language
    skills aligned with K-12
  • Improve information available to parents and
    caregivers about best practices in early
    development

37
HSNRS Assessment Battery
  • Simon Says and Art Show
  • PPVT-III
  • Letter Naming Task
  • Elision Task (phonological awareness)
  • Applied problems from the Woodcock-Johnson
  • ECLS-K Math test

38
Where we are nowEvery state must develop.
  • Child and family outcomes and indicators for PreK
    Special Education
  • A system for measuring progress toward the
    outcomes and indicators

39
Functions of Assessment
  • Evaluation to Determine Eligibility
  • Assessment for Program Planning
  • Monitoring Child Progress
  • Program Evaluation (Accountability)

40
Accountability!
  • IDEA 97
  • No Child Left Behind
  • Good Start/Grow Smart
  • GPRA and PART

41
Professional Organization Positions
  • NAEYC Position Statement on Curriculum,
    Assessment and Program Evaluation
  • NAEYC Accreditation Criteria
  • DEC Companion Paper for NAEYC Paper

42
Pre-Kindergarten Curriculum
  • More and more, curriculum is driven by state
    content standards
  • Florida School Readiness Performance
    Standards For Preschool Three Year Olds
  • Florida School Readiness Performance
    Standards for Preschool

43
DEC recommends a curriculum framework for
determining the content of instruction for all
children
  • State standards serve as the common scope and
    sequence for all learners in the state
  • In addition, children with IEPs will have
    individually targeted goals and objectives that
    are based on the childs present level of
    performance and need for developing functional
    skills

44
Assessment for program planning (developing the
IEP) may include
  • A review of state standards/curriculum
  • Criterion-referenced assessments
  • Observation of the child in typical environments
  • Functional behavioral assessment
  • Additional assessments/procedures identified by
    the IEP team

45
Monitoring Child Progress
  • Some progress monitoring assessment will apply to
    all Pre-K children. Whatever system has been
    adopted for all preschool children will also be
    used with children with disabilities
  • Examples include portfolio assessment, work
    sampling, the Creative Curriculum,
  • the High Scope Child Observation Record. etc

46
One mark of excellent teachers is the frequency
with which they evaluate and change childrens
instructional programs continually adapting them
to meet the needs of each child
  • Bailey and Wolery, 1992

47
Additional assessment will be needed to measure
progress toward IEP goals and objectives
  • Plan ahead
  • Align assessment with embedded learning
    opportunities (Raver article on routines-based
    monitoring
  • Utilize an activity-objective matrix
  • Use a variety of authentic assessment methods

48
Potential methods for monitoring child progress
toward goals and objectives
  • Anecdotal notes
  • Journaling
  • Permanent records
  • Counts or tallies
  • Event sampling
  • Time sampling

49
Some Final Thoughts
  • Assessment informs instruction
  • There wont be quality instruction without
    quality assessment
  • Assessment is a continuous process rather than
    episodic
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