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Progress Monitoring in Early Childhood: Generating a Discussion. Judy Carta, Juniper Gardens, University of Kansas Nan Vendegna , Colorado Results Matter Kathy Hebbeler , ECO at SRI International Moderator : Christy Kavulic, OSEP. OSEP Project Director’s Conference

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progress monitoring in early childhood generating a discussion

Progress Monitoring in Early Childhood: Generating a Discussion

Judy Carta, Juniper Gardens, University of Kansas

Nan Vendegna, Colorado Results Matter

Kathy Hebbeler, ECO at SRI International

Moderator: Christy Kavulic, OSEP

OSEP Project Director’s Conference

Washington, DC, July 2008

slide2

Monitoring Progress or Implementing Progress Monitoring:

What Do We Mean?

Kathy Hebbeler

Early Childhood Outcomes Center

at SRI International

slide3
Or

What happens when a general early childhood perspective on assessment meets a special education perspective on assessment?

Early Childhood Outcomes Center

will it be this
Will it be this?

Early Childhood Outcomes Center

or this
Or this?

Early Childhood Outcomes Center

mark wolery monitoring children s progress and intervention implementation
Mark Wolery, Monitoring Children’s Progress and Intervention Implementation

“Each interaction with children provides opportunities to gather information for making decisions about progress and intervention programs….such assessment is called monitoring.”

From McLean, Wolery & Bailey, 2004

Early Childhood Outcomes Center

neisworth bagnato dec recommended practices assessment
Neisworth & Bagnato, DEC Recommended Practices: Assessment

“Beyond the eligibility or gate-keeping purpose, assessment also is critical for program planning, monitoring (formative) progress, and for program (summative) evaluation.”

Early Childhood Outcomes Center

historical context times are changing
Historical context: Times are changing
  • General early childhood community has gone from being negative about assessment to embracing assessment – the right kind of assessment
  • No: IQ tests, “readiness tests” that exclude
  • Yes: Curriculum-based measures to inform instruction

Early Childhood Outcomes Center

national association for the education of young children naeyc
National Association for the Education of Young Children (NAEYC)

“High quality programs are informed by ongoing systematic, formal, and informal assessment approaches to provide information on children’s learning and development.”

Early Childhood Outcomes Center

council of chief state school officers
Council of Chief State School Officers

“Ongoing assessment through observation, analysis of children’s work, and use of valid and reliable instruments and processes helps teachers to know how to plan the learning environment and experiences.  It supports instructional planning for individual children and for the group.  It is key to assuring successful early learners.”

Early Childhood Outcomes Center

naming ongoing assessment in ec
Naming ongoing assessment in EC
  • Curriculum-based assessment
  • Curriculum-embedded assessment
  • Criterion-referenced assessment
  • Instructional assessment
  • Formative assessment

Early Childhood Outcomes Center

historical context times are changing1
Historical context: Times are changing
  • Response to Intervention (RTI)
  • Much attention in K-3 (or higher)
  • Involves a particular type of assessment (GOM) or (CBM)
  • Models to apply principles to programs for younger children development

Early Childhood Outcomes Center

what kind of assessment is going on in ec programs across the country
What kind of assessment is going on in EC programs across the country?
  • We don’t know
  • Probably many programs with no ongoing assessment or poor assessment
  • Trend seems to be toward more and more adoption of curriculum-based assessments in regular EC (consistent with NAEYC recs)
  • Head Start has been promoting ongoing assessment. Creative Curriculum fairly commonly used tool.

Early Childhood Outcomes Center

what kind of assessment is going on in ec programs across the country1
What kind of assessment is going on in EC programs across the country?
  • Will see more assessment for accountability
  • For OSEP reporting, EI and ECSE programs are using a variety of approaches to collect data on child outcomes including curriculum-based assessment.

Early Childhood Outcomes Center

common ground
Common Ground
  • Importance of ongoing assessment
  • Developmental trajectories
  • Some children will not make progress
  • Important to identify those children
  • Important to adjust child’s program (instruction/intervention) and monitor success of the adjustment

Early Childhood Outcomes Center

choices for teachers and administrators
Choices for Teachers and Administrators
  • Curriculum-based assessment
  • Curriculum-based assessment plus GOM(s) or CBM(s)
  • GOM(s) alone (poor choice)?
  • No ongoing assessment (poor choice)

Early Childhood Outcomes Center

features general outcome measures
Quick

Easy to learn

Administered one-on-one

Intervention or instruction not linked to tool

Better researched with regard to trajectories, psychometric properties

Lends itself well to charting growth

Lends itself well to analysis

Central to RTI

Not as well known in EC

Features: General Outcome Measures

Early Childhood Outcomes Center

features curriculum based
Comprehensive

Takes time to learn and master

Time-consuming to complete assessment

Data collected as part of ongoing classroom activities; integral to instruction

Helps teachers be better observers of children

Helps teachers know what to teach

Data do not lend themselves well to aggregation

Not as psychometrically “developed”

Features: Curriculum-based

Early Childhood Outcomes Center

unanswered questions
Unanswered questions
  • Can a curriculum-based tool provide enough information to identify children in need of additional help?
  • Will a GOM tool and a curriculum-based tool identify the same children?

Early Childhood Outcomes Center

unanswered questions cont d
Unanswered questions (Cont’d)
  • Can EC teachers and care providers, many of whom have limited education, be expected to learn and implement both types of assessments?
  • How is an administrator or director who learns about both to reconcile these perspectives?

Early Childhood Outcomes Center

the time and skill issue for ec
The time and skill issue for EC
  • “The most effective uses of CBM in the formative evaluation of individual student programs almost certainly occur in setting where individual (special) education teachers have the time and skills to respond to the charted progress of individual students.” Deno, 2003

Early Childhood Outcomes Center

mark wolery monitoring children s progress and intervention implementation1
Mark Wolery, Monitoring Children’s Progress and Intervention Implementation

“Each interaction with children provides opportunities to gather information for making decisions about progress and intervention programs….such assessment is called monitoring.”

From McLean, Wolery & Bailey, 2004

Early Childhood Outcomes Center

slide25
Can there be TWO kinds of progress monitoring in early childhood?

Early Childhood Outcomes Center

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