Assessing young children in inclusive settings the blended practices approach
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Assessing Young Children in Inclusive Settings: The Blended Practices Approach. Implications for Providers. Jennifer Grisham-Brown, Ed.D University of Kentucky [email protected] Professional Development. Leadership Plan. Data-Driven Decision Making. Progress Monitoring.

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Assessing Young Children in Inclusive Settings: The Blended Practices Approach

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Assessing young children in inclusive settings the blended practices approach

Assessing Young Children in Inclusive Settings: The Blended Practices Approach

Implications for Providers

Jennifer Grisham-Brown, Ed.D

University of Kentucky

[email protected]


Assessing young children in inclusive settings the blended practices approach

Professional Development

Leadership Plan

Data-Driven Decision Making

Progress Monitoring

Activities & Instruction

Assessment

Scope & Sequence

A Curriculum Framework – Linking assessment and intervention

Collaborative Partnerships


Assessing young children in inclusive settings the blended practices approach

Professional Development

Leadership Plan

Data-Driven Decision Making

Progress Monitoring

Activities & Instruction

Assessment

Scope & Sequence

EMPHASIS Assessment

Collaborative Partnerships


Assessment

Assessment

Guide

Authentic

Family Resources, Priorities, Concerns

Baseline

Interests and Preferences

Developmental and Content Areas

Comprehensive


Assessing young children in inclusive settings the blended practices approach

Determine what to teach, how to teach, and how to evaluate instruction using authentic assessment strategies


Tell me

Tell me….

  • Why do you presently “do” assessment?

  • What strategies do you use?


Purposes of assessment

Purposes of Assessment

Assessments can be used for:

  • Identifying concerns that may require focused intervention for individual children;

  • Making decisions about teaching and learning; and

  • Helping programs improve their education and developmental interventions


Why conduct programmatic assessments

Why Conduct Programmatic Assessments?

  • To gather relevant information about a child’s level of functioning across settings, time, materials and people

  • To develop meaningful individualized plans

  • To plan curriculum/instruction

  • To make better instructional decisions


Methods for gathering assessment information

Methods for Gathering Assessment Information

  • Interview

    • Structured

    • Unstructured

  • Observation

    • Anecdotal records

    • Running records

    • Category Sampling

    • Language Sample

    • Use of Curriculum-Based assessments tools

  • Work samples/artifacts


Professional organizations

Professional Organizations

National Association for the Education of Young Children

  • Division for Early Childhood

The Office of Head Start


Dec assessment practice example

DEC Assessment Practice Example

A24. Professionals assess not only immediate mastery of a skill, but also whether the child can demonstrate the skill consistently across other settings and with other people.

and on the grass…..

The team assesses the child’s ability to walk in the classroom, on the playground, to and from the car…..


Administer following recommended practices bagnato neisworth pretti frontczak 2010

Administer following recommended practices(Bagnato, Neisworth, & Pretti-Frontczak, 2010)

ACCEPTABILITY–Social worth & detection

AUTHENTICITY–Natural methods & contexts

COLLABORATION–Parent-professional teamwork

EVIDENCE–Disability design/evidence-base

MULTI-FACTORS–Synthesis of ecological data

SENSITIVITY–Fine content/measurement gradations

UNIVERSALITY–Equitable design/special accommodations

UTILITY–Usefulness for instruction


Summary of recommended practices

Summary of Recommended Practices

1) assessment should be ongoing and closely related to curriculum development and program planning;

2) assessment should cover all relevant domains, measure developmentally appropriate skills, learning strategies, and learning styles, and be conducted in natural, authentic situations;

3) assessment should result in information that is useful in planning children’s experiences and making decisions; and

4) assessment should use multiple approaches and should involve multiple informants.


Steps

Steps

  • Gather information from families

  • Plan observations

  • Conduct observations in familiar settings

  • Document observations


Step 1 gather information from families

Step 1: Gather Information from Families

  • Roles

    • Consumer

    • Informant

    • Team member

    • Advocate

  • Unstructured

    • Example: Routines-based interview

  • Structured

    • Example: Reach for the Stars

Chapter 3


Assessing young children in inclusive settings the blended practices approach

Example of Unstructured Approaches

  • The Routines-Based Interview (RBI)

    • Prepare families to report on routines

    • Family reports on their routines

    • Interviewer reviews concerns and strength areas

    • Family selects outcomes

    • Family puts outcomes into priority order

    • McWilliam 2001


Effective communication strategies

Effective Communication Strategies

Ask for use not meaning (give me an example, vs. what do you mean)

Open ended vs. dichotomous

Restate vs. paraphrase or interpret

Summarize

Single question at a time

Avoid leading questions

Avoid “why” questions


Open ended questioning

Open-Ended Questioning


Reach for the star s maps

Reach for the Star’s Maps

Assessment

Images for the Future

Gifts and Contributions

What Works/What Doesn’t Work

All About Me

Scope and Sequence

Skills I want to Learn

My Education Plan

Haynes and Grisham-Brown 2011

19


Assessing young children in inclusive settings the blended practices approach

20


Assessing young children in inclusive settings the blended practices approach

21


Step 2 plan observations

Step 2: Plan Observations

Page 175


Assessment activities

Assessment activities

  • Option 1

    • Use existing classroom or home based activity/ routine

    • Outline activity/routine into steps

    • Consider what you want children to learn or gain from engaging in the activity/routine

    • Align the activity to assessment items

    • Create document to record for one or more children

    • Identify materials

  • Option 2

    • Consider assessment items

    • Choose to create an activity addressing one or more areas

    • Create an activity that is engaging for children and that will elicit assessment items

    • Outline activity into steps and align with items

    • Create a document to record scores/notes for one or more children

    • Identify materials that will create opportunities to assess the items


Step 3 conduct observations

Step 3: Conduct Observations

  • Functional/Generative skills – High quality curriculum based assessment

    • Frequency

    • Accuracy

    • Duration

    • Latency

    • Endurance


Frequency number of times how often

Frequency: Number of Times/How Often

Number of times a child initiates

Number of time child manipulates

Number of times a child is successful

Number of times a child participates

On each occasion

Each morning

Daily

During most structured activities


Accuracy how well how intended

Accuracy:How Well/How Intended

Independently

Recognizably

Correctly

Quickly

Intelligibly

Functionally

Purposively

Precisely

  • Number correct

  • Number of steps completed

  • 80% of trials


Latency length of time to respond

Latency:Length of Time to Respond

Time between direction and child response

Time between cue and child response

Time between request and child response

Time between high emotional response and child regaining composure to a more neutral response

Within the allotted time

Within the given time

Within a reasonable time


Duration how long behavior lasts

Duration:How Long Behavior Lasts

How long a child participates

How long a child cries

How long a child works

How long a child plays near peers

Across the majority of the school day

Throughout supper

While at Target

As long as expected

As long as others


Endurance how many times behaviors is repeated

Endurance: How Many Times Behaviors is Repeated

Takes 10 steps

Communicates for 2 or more exchanges

Counts 10 objects

Remains seated for 3 minutes

With persistence or perseverance

By overcoming challenges and increased difficulty

During most of the activity or event


Characteristics of high quality curriculum based assessments

Characteristics of High Quality Curriculum Based Assessments

  • Technical adequacy

  • Functional goals

  • Multiple domains

  • Diversity of learners (age and ability)

  • Yields quantitative AND qualitative information

  • Multiple methods

  • Family involvement


Examples

Examples

  • Assessment and Evaluation Programming System

  • Work Sampling System

  • Creative Curriculum

  • Child Observation Record

  • Brigance

  • Hawaii Early Learning Profile

  • Learning Accomplishment Profile 3

  • Transdisciplinary Play Based Assessment


Step 4 document observations

Step 4: Document Observations

  • CBA scoring protocol

  • Assessment activity protocol

  • Written descriptions (e.g., anecdotal notes)

  • Permanent products

  • Counts and tallies


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