1 / 14

Aligning Child Outcome Measurement to Early Learning Standards

Aligning Child Outcome Measurement to Early Learning Standards. NECTAC Outcomes Meeting Monday, August 27, 2007. Indiana’s Accountability Tool Alignment to Early Learning Standards and Child Outcome Measures. Sheron Cochran, Early Education Consultant Indiana Department of Education

vpatchell
Download Presentation

Aligning Child Outcome Measurement to Early Learning Standards

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Aligning Child Outcome Measurement to Early Learning Standards NECTAC Outcomes Meeting Monday, August 27, 2007

  2. Indiana’s Accountability Tool Alignment to Early Learning Standards and Child Outcome Measures Sheron Cochran, Early Education Consultant Indiana Department of Education Division of Exceptional Learners scochran@doe.state.in.us

  3. Topics • Why Alignment is important • Why ISTAR was selected as Indiana’s Accountability Tool • Multiple Levels of Alignment • Current Alignment and Validation Activities • Next Steps

  4. Indiana Academic Standards, Foundations to Indiana Academic Standards and Functional Indicators CHILD Learning Experiences and Interventions Continuous Assessment of Student Progress

  5. In the category of:“What is the ISTAR Assessment?” • ISTAR is a web-based assessment system provided free of charge by the Division of Exceptional Learners, Indiana Department of Education. • It utilizes teacher ratings to measure the progress of students. It uses a 3 point rubric. • It is not a “test” but rather was developed as an authentic measure of continuous progress. • The assessment elements are aligned to the Birth to Five Foundations for Young Children (http://www.doe.state.in.us/primetime/welcome.htm) and the Academic Standards for K-9 (http://www.doe.state.in.us/standards/welcome.html

  6. Indiana selectedISTAR because it.............. • Is an authentic assessment for ‘ALL’ children. • Is capable of measuring SPP/APR indicators as well as requirements of the No Child Left Behind. • Supports on-going assessment. • Provides parents and teachers with graphic representation of the progress of the child. • Helps guide instruction. • Is intended to make progress monitoring meaningful.

  7. ISTAR Content andExtensions to the Standards Content Areas: • English/language arts • Mathematics • Functional Achievement Skills -Social Emotional -Physical Skills - Personal Care Skills • Four levels of progress prior to kindergarten: • Basic 1 (B1) Birth to two years of age • Basic 2 (B2) Two years of age • Foundations 1 (F1) Three years of age • Foundations 2 (F2) Four years of age

  8. ISTAR Speech Interface………. • Contains 4 areas of skills • social interaction • Comprehension • expressive communication • speech intelligibility • Students receiving both speech and early childhood services are assessed by the teacher in areas of math, English, and functional skills. The SLP rates communication skills through the SLP interface. • When the sole service is speech, the SLP completes the speech interface. • OSEP and ECO Center have advised that these four areas must be more robust in order to better cover the 3 child outcomes.

  9. Multiple Levels of Alignment…… • The Foundations to the Indiana Academic Standards for Young Children Birth to Age 5 are aligned to the kindergarten academic standards (2002). • ISTAR is aligned to: • the Foundations [See copy of English and Math alignment to kindergarten standards] • the academic standards (2003) • ISTAR serves as Indiana’s accountability measure for reporting SPP and APR requirements to OSEP in the 3 child outcomes. (2004) • the OSEP indicators are aligned to ISTAR. (2006)

  10. OSEP Outcomes Aligned to ISTAR…………….. • Positive social-emotional skills • Social-Emotional in Functional Skills • Acquisition and use of knowledge and Skills • English/Language Arts Foundations that include a listening and speaking foundation • Mathematics Foundations • Use of appropriate behaviors to meet needs. • Physical Skills in Functional Skills • Personal Care Skills in Functional Skills

  11. Multiple Levels of AlignmentCurrent Alignment Activities……… • The State of Indiana received a federal GSEG (General Supervision and Enhancement Grant from OSEP) in 2006 for development of a comprehensive statewide assessment. • This effort is in collaboration with First Steps with the intention of creating an integrated system that measures the progress of students from Part C to Part B, simplifying transition processes.

  12. Current Alignment Activities • Assessment and Validation Activities: • Alignment of ISTAR indicators to AEPS (Assessment, Evaluation, & Program System) • Validation of alignment of ISTAR indicators & Foundations to kindergarten standards • Alignment of performance indicators to outcomes (item alignment) • Establish reliability and validity of performance indicators • Extend skill indicators in speech interface to cover all 3 child outcomes. • Validate norms for typically developing children

  13. NEXT STEPS…………………… • Extend skill indicators in speech interface to adequately cover all 3 child outcomes • Revise ISTAR based on results of studies • Incorporate changes into web-based reporting • Statewide Training

  14. Categories of Reporting • Maintained peer level • Achieved peer level • Improved near peer • Improved not near peer • Did not Improve

More Related