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National Center for Quality Teaching and Learning

Building a System of Assessment for All Children Mary McLean, Ph.D. Head Start National Center on Quality Teaching and Learning. National Center for Quality Teaching and Learning. http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching.

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National Center for Quality Teaching and Learning

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  1. Building a System of Assessment for All ChildrenMary McLean, Ph.D.Head Start National Center on Quality Teaching and Learning

  2. National Center for Quality Teaching and Learning http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching

  3. Framework for Effective Practice Supporting school readiness for all children

  4. Agenda • Overview of child assessment requirements for 0-3 and preschool programs • Consider requirements for your state/program • Building a system of assessment for all children 1) Selecting an appropriate tool 2) Assessing children with disabilities and children who are dual language learners 3) Using assessment to inform teaching

  5. introductions

  6. Overview of assessment requirements

  7. Purposes of Assessment • Screening • Evaluation to determine eligibility for special education • Assessment for program planning, monitoring child progress • Program evaluation, accountability

  8. Federal Requirements • Government Performance and Results Act 2001 No Child Left Behind 2002 Good Start, Grow Smart (Head Start NRS) • IDEA Improvement Act 2006- Changes to Head Start Regulations • Race to the Top/Early Learning Challenge


  10. Multiple early childhood systems State-funded preschool Child care centers Early childhood special education Head Start/Early Head Start Home visitor programs

  11. From Committee on Developmental Outcomes and Assessments for Young Children • “…early childhood assessment needs to be viewed not as an isolated process, but as integrated in a system” (p 303) • “The states and the federal government often effect change in the early childhood system by introducing new programs, local or limited innovations, and underfunded mandates.”

  12. National Research Council. (2008). Early Childhood Assessment: Why, and How. Committee on Developmental Outcomes and Assessments for Young Children, C.E. Snow and S.B. Van Hemmel, Editors, Board on Children, Youth, and Families, Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

  13. A closer look at federal assessment requirements for Head Start and IDEA …..

  14. Assessment in Head Start • The Head Start Program Performance Standards (1304 & 1308) define and describe ‘assessment’ as a process that includes: • Screening • Developmental evaluation (if needed) • Ongoing assessment

  15. Program Evaluation • The Designation Renewal System (DRS) (1307) requires programs to “aggregate child-level data” and to examine the summary information for groups of children in the program – • This is assessment for the purpose of program evaluation and to support continuous improvement.

  16. Performance Standard 1307.3 (b)(2)(i) • (i) Aggregating and analyzing aggregate child-level assessment data at least three times per year (except for programs operating less than 90 days, which will be required to do so at least twice within their operating program period) and • using that data in combination with other program data to determine grantees' progress toward meeting its goals, to inform parents and the community of results, • to direct continuous improvement related to curriculum, instruction, professional development, program design and other program decisions;

  17. Performance Standard 1307.3 (b)(2)(ii) • (ii) Analyzing individual ongoing, child-level assessment data for all children birth to age five participating in the program and • using that data in combination with input from parents and families to determine each child's status and progress with regard to, at a minimum, language and literacy development, cognition and general knowledge, approaches toward learning, physical well-being and motor development, and social and emotional development and • to individualize the experiences, instructional strategies, and services to best support each child. 1307.3 (b)(2)(ii)

  18. Newly Revised!

  19. IDEA assessment Eligibility Progress toward IEP goals and IFSP objectives Outcomes assessment

  20. Part C and B619 child outcomes Percent of children who demonstrate improved: 1. Positive social-emotional skills (including social relationships) 2. Acquisition and use of knowledge and skills (including language/communication and, for preschool, literacy) 3. Use of appropriate behaviors to meet their needs

  21. The Birth to 6 Child Outcome System 1. Utilize on-going, authentic assessment practices. 4. The state collects this data and reports to OSEP: percentages of children meeting measurement for the indicator 2. Determine status ratings at entry and exit 3. Provide this information to the state. 5. The state determines goals and improvement activities. COSF Social Emotional Acquiring knowledge and skills Actions to meet needs

  22. State Assessment Requirements Wisconsin - PALS required twice a year for K4, K5 and Grade 1 Local Assessment Requirements Milwaukee - Measures of Academic Progress (MAPS) is required for K 4 and higher

  23. Challenges Teachers are overwhelmed Administrators are overwhelmed Parents are overwhelmed Quality of data collected is compromised Use of data collected is comprised

  24. What is required in your state/program? Take a little time to identify the requirements for your state/program

  25. Solutions? Collaboration between federal agencies: U.S. Dept of Education and U.S. Dept. of Health and Human Services collaborations” Birth to Five: Watch Me thrive RTT/ELC Preschool For All

  26. Solutions? Communication between state agencies: Wisconsin Collaborating Partners www.collaboratingpartners.com

  27. Solutions? Collaboration between local programs

  28. Solutions? Ongoing professional development Is there a system of support in place for teachers, staff and data managers?

  29. assessment for all children Why, What and How

  30. Why

  31. “Why” is a very Important Question! “If I knew what you were going to use the information for, I would have done a better job of collecting it” Data Dialogues - Clayton Early Learning Denver, CO www.claytonearlylearning.org/

  32. What

  33. Newly Revised!

  34. Individualized IEP/IFSP Goals Curriculum Goals GeneralCurriculumLocallyDeveloped State Early Learning Foundations Head Start Child Development and Early Learning Framework Universal What to Assess Priority Learning Targets

  35. Head Start Resources: Curriculum and Assessment • Curriculum, Assessment and the Head Start Framework: An Alignment Review Tool http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/docs/Alignment-Guide.pdf • Choosing a Preschool Curriculum http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/docs/preschool- curriculum.pdf • School Readiness Goals for Infants and Toddlers in Head Start and Early Head Start Programs: Examples from the Early Head Start National Resource Center http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/Early%20Head%20Start/early- learning/curriculum/school-readiness-goals-infants-toddlers.pdf

  36. How?

  37. 1) Selecting an appropriate tool 2) Assessing children with disabilities 3) Assessing children who are dual language learners 4) Using assessment to inform teaching

  38. Selecting assessment instruments What is the purpose of assessment? What needs to be assessed? developmental and academic content? What is the preferred format? Direct assessment, observation (authentic) or interview?

  39. format • Direct assessment – adult administered instrument • Authentic assessment through observation and documentation used to rate an instrument • Gathering information from families or other service providers used to rate an instrument

  40. Selecting assessment instruments Is the instrument technically adequate? reliability validity Is the data provided appropriate useful and easy to obtain?

  41. Selecting Assessment instruments Is there a system of support in place for teachers and staff?

  42. Resources: Assessment Instruments • Understanding and Choosing Assessments and Developmental Screeners for Young Children Ages 3-5: Profiles of Selected Measures • http://www.acf.hhs.gov/programs/opre/hs/dev_screeners/reports/screeners_final.pdf • Resources for Measuring Services & Outcomes in Head Start Programs Serving Infants & Toddlers http://www.acf.hhs.gov/programs/opre/ehs/perf_measures/reports/resources_measuring/res_meas_title.html

  43. Selecting assessment instruments Is the instrument appropriate for assessing children with disabilities?

  44. California Department of education DRDP Instruments

  45. One DRDP Instrument – DRDP (2015)

  46. Measures At-a-Glance

  47. The Measures Developmental Domain Developmental Level Descriptor Example Definition Measure

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