fitting a circle into a square space: finding alignment between assessment measures, state...
TRANSCRIPT
Fitting a Circle into a Square Space:
Finding Alignment between Assessment Measures, State
Guidelines and Outcomes
Overarching Principles
• Assess and monitor what we are supposed to be targeting for instruction to determine if the instruction is effective
• Assessment measures need to provide information that is informative - for instruction purposes
• Assessment information needs to allow for an examination of growth (or lack of)
• The assessment process needs to be authentic
• The assessment instruments need to lend themselves to acquiring information through an observational – performance based process
• The measures have to be linked to the state’s early learning guidelines for infant-toddlers and preschool children.
Fitting a Circle IntoA Square Space
Step OneExamine Guidelines
Step TwoAlign Guidelines
To Outcomes
Step ThreeAlign OutcomesTo Assessment
Measure
Language and Literacy Development
L 1 Communicate so that they will be understood by peers and adults
L 2 When speaking, show an attempt to use volume appropriate to the situation
L 3 Communicate using multiple word phrases to respond to questions, describe ideas, and express feelings, needs and wants
L 4 Use language to enter into a play situation
L 5 Engage in conversation by making statements or asking questions
L 6 Make up and/or retell stories and describe experiences
L 7 Respond to their names, requests for action or information
L 8 Demonstrate understanding of messages in conversation by listening and responding appropriately
L 9 Show interest in playing with language
L 10 Begin to develop familiarity with listening to, identifying, recognizing, and discriminating sounds in words
L 11 Follow two or three-step directions
L 12 Show an interest in books and/or engage in reading related activities
L 13 Listen with interest to a story
L 14 Hold a book upright, turn pages from the front of the book to the back, and scan pages
L 15 Recognize common sounds at the beginning of words
L 16 Show increasing awareness of print, familiar signs, and labels
L 17 Use scribbles, symbols, or drawings to express experiences through pictures, dictation, and play
L 18 Experiment with a variety of writing tools and materials
L 19 Begin to recognize, name, or identify some letters of the alphabet
L 20 Recognize their first name in print written with the first letter in upper-case letter, followed by lower case letters
L 21 Become aware that there are differences in upper and lower case letters
L 22 Begin to write the letters of their first name
L 23 Begin to answer questions related to a story that has been read or told to him/her
Horizontal Alignment Infant/Toddler
Language
Social/Emotional
Motor
Discovery
Preschool
Language Literacy
EmotionalSocial
Physical Health And
Development
Mathematics ScienceApproaches
to Learning
Creative Arts
Alignment to the Outcomes
Outcome 1Children will have positive
social-emotional Relationships (including
Social relationships)
Outcome 2Children acquire and use
knowledge and skills (including early language/communication and early
literacy)
Outcome 3Children use appropriate
behavior tomeet their needs
Infant ToddlerFramework
Early LearningEarly LearningFoundationsFoundations
Outcome 1 Outcome 2 Outcome 3
Acknowledge others through eye contact, vocalizations, facial or body movements.
X
Communicate wants and needs through cries, gestures, word approximations, signs and/or
X
physical movements.
Demonstrate understanding of familiar words X
Follow one directions in play X
Demonstrate understanding of "no" by stopping what he is doing some of the time
X
Point to body parts X
Touch or identify pictures in a book when asked X
Become an active reading partner by listening to books for a short period of time
X X
Find familiar items not in sight X
Use animal and other familiar sounds in play X
Use physical movements and gestures to express wants and needs
X
Use simple sounds to express thoughts, wants and needs X
Use the same "words" consistently to express wants, needs and thoughts
X X
Communicates by verbal and non-verbal means in order to be understood by most listeners
X
Early Learning Foundations
Language Development
Outcome 1 Social Relationships
Outcome 2 Acquire skills
Outcome 3Take Action
L 1Communicate so that they will be understood by peers and adults * * *
L 2 When speaking, show an attempt to use volume appropriate to the situation * *
L 3 Communicate using multiple word phrases to respond to questions, describe ideas, and express feelings, needs and wants * * *
L 4Use language to enter into a play situation * *
L 5Engage in conversation by making statements or asking questions * *
L 6Make up and/or retell stories and describe experiences *
L 7Respond to their names, requests for action or information * *
L 8 Demonstrate understanding of messages in conversation by listening and responding appropriately * *
L 9 Show interest in playing with language
*L 10 Begin to develop familiarity with listening to, identifying,
recognizing, and discriminating sounds in words *L 11
Follow two or three-step directions * *
Infant Toddler Framework
Baby may…Turn head toward a voice to search for the speakerRespond with facial and or body movementsCommunicate with facial and or body movementsCommunicate interest or excitement through facial
/body movement to bottle/breast/spoon/diaper changing
Cry to communicate needsCoo, babble, and laugh to self and othersDemonstrate enjoyment through facial/body
movements to the sounds of words in booksDemonstrate enjoyment through facial/body
movements to songs and music
Early Learning Foundations
Language
L 1 Communicate so that they will be understood by peers and adults
L 2 When speaking, show an attempt to use volume appropriate to the situation
L 3 Communicate using multiple word phrases to respond to questions, describe ideas, and express feelings, needs and wants
L 4Use language to enter into a play situation
L 5 Engage in conversation by making statements or asking questions
L 7 Respond to their names, requests for action or information
L 8 Demonstrate understanding of messages in conversation by listening and responding appropriately
L 11 Follow two or three-step directions
L 13 Listen with interest to a story
L 23 Begin to answer questions related to a story that has been read or told to him/her
Outcome One: Children have Positive Social RelationshipsLANGUAGE DEVELOPMENT
Group Two Children acquire and use knowledge and skills
Toddler may….Demonstrate understanding of familiar wordsFollow one directions in playDemonstrate understanding of "no" by stopping what he is doing some of the timePoint to body partsTouch or identify pictures in a book when askedBecome an active reading partner by listening to books for a short period of timeTouch or identify familiar items when askedFind familiar items not in sightUse animal and other familiar sounds in playUse the same "words" consistently to express wants, needs and thoughts
Gain an understanding of basic concepts such as color, size and shapeShow how objects fit in spaceUse objects as tools to make things happenShow increased short and long-term memory and increased attentionUse play to explore things that go togetherAnticipate familiar routinesUse readily available materials as a substitute for actual objects
Anticipate and follow routines
Begin to explore textures with handsBegin to turn pages in sturdy (board) bookBegin to hold crayon in palm of hand and make dots on paperBegin to add and empty objects from containersBegin to stack a few large objectsKick balls short distances
Outcome 1 Children have positive social-emotional skills (including social relationships)
Baby may….. 0-9 monthsAcknowledge and/or respond to others through eye contact, vocalizations, facial or body movements or assistive technology
Demonstrate a preference for interactions with familiar adults in some observable way
Initiate interactions with caregivers
Respond to own name (smiles, eye contact, turns head)
Express a range of emotions (happy, sad)
Participate in some form of reciprocal play Toddler 1 may… 10-18 months
Interact and/or communicate with others through eye contact, vocalizations, facial or body movements or assistive technology
Demonstrate an awareness that their behavior results in a behavioral response in others
Play side by side with others Toddler 2 may…. 19-35 months
Acknowledge others through increasing vocalizations, facial or body movements or assistive technology
Seek praise from familiar adults
Assert independence
Demonstrate self control
Recognize and react to others feelings
Form attachments to one or two children
Interact with others through reciprocity
Preschool child may… 36-60 months
Successfully enter a play situation with peers
Express feelings, needs, and opinions without harming themselves, others, or property
Begin to use compromise, negotiation, and discussion in working, playing and resolving conflicts with peers
Accept guidance and directions from a range of familiar adults
Develop friendships with children
Express empathy and care for others
Begin to demonstrate positive social skills, i.e., please, thank you, etc.
Treat others with respect
Demonstrate reasonable caution in unfamiliar and/or potentially dangerous situations
Engage in a variety of pretend play activities
Begin to identify own gender, name and age
Outcome 1 Children have positive social-emotional skills (including social relationships)
Outcome 2 Children acquire and use knowledge and skills (including early language/communication and early literacy)
Baby may….. 0-9 monthsDemonstrate enjoyment through facial/body movements to the sounds of songs, music and/or words in books
Use mouthing, grasping, and reaching to explore objects and materials in the environment
Imitate actions and sounds of caregiver and peers
Begin to look at own hand (s), toys, or objects while playing with them
Transfer object from one hand to another
Begin to scoot, roll, inchworm or crawl and/or pull-up on sturdy objects
Toddler 1 may… 10-18 monthsFollow a one-step direction
Demonstrate understanding of "no" by stopping what he is doing some of the time
Touch or identify familiar items when asked (such as body parts)
Use the same "words" consistently to express wants, needs and thoughts
Anticipate and follow familiar routines
Begin to hold crayon in palm of hand and make marks on paper
Begin to dump and fill objects from containers
Begin to stack a few large objects
Participate in stories through identifying pictures, turning pages or listening for a short period of time
Toddler 2 may… 19-35 monthsInitiate action to make things happen
Use simple strategies to meet their own wants and needs
Use utensils to feed self
Begin to dress self
Preschool Child may… 36-60 months
Make independent choices
Begin to develop a plan for play
Develop increasing independence in a range of activities, routines, and tasks
Use positive behavior to solve problems
Begin to show awareness and independence in hygiene, nutrition and personal care
Build awareness and ability to follow basic health and safety rules
Outcome 3 Children use appropriate behaviors to meet their needs
Alignment to the Measures
Survey of Program Measures
– PLS-3 or 4 (14 programs/districts)– Battelle Developmental Inventory (9 districts/programs)– WIPPS (9 programs/districts)– Goldman-Fristoe (9 districts/programs)– DIAL3 (5 programs/districts)– Differential Ability Scale (5 programs/districts)– Stanford-Binet (4 programs/districts)– WISC-R (4 programs/districts)– Bracken Basic Concepts Scales (4 programs/districts)– AGS Screener (4 districts/programs)– Bayley II (3 programs/districts)– ELAP (3 programs/districts)– Informal/curriculum-based assessments (3 programs/districts)– Vineland Adaptive Behaviors Scale (2 programs/districts)– Dibles (2 programs/districts)– LAP-R or LAP (2 programs/districts)– ADOS (Autism Diagnostic Assessment System) (2 programs/districts)– Connors Behavior Scale (2 programs/districts)– Mullens Scale of Early Learning (2 programs/districts)– (K-SEALS) Kaufman Survey of Early Academic and Language Skills Learning (2
programs/districts)
Alignment Process
• Identified a set of assessments that were common across programs
• Identified a group of master early education practitioners
• Established an alignment process – 2 practitioners independently go through each assessment and identify links between assessment items and early learning guideline “opportunities”
• Complete alignment analysis– Which assessments were assessing for opportunities
contained in our guidelines
Early Childhood Outcomes Assessment Alignment MatrixProgram: Assessment:
Outcome 1: Children have positive social-emotional skills (including social relationships) (Children have positive social relationships)
Baby may…0-9 months
Test Indicator #’s Test Indicator Item Statement
Acknowledge and/or respond to others through eye contact, vocalizations, facial or body movements or assistive technology
Demonstrate a preference for interactions with familiar adults in some observable way?
Imitate actions & sounds of caregivers and peers
Initiate interactions with caregivers
Respond to own name (smiles, eye contact, turns head)
Express a range of emotions (happy, sad)
Participate in some form of reciprocal play
Toddler 1 may…10-18 months
Interact with others through eye contact, vocalizations, facial or body movements or assistive technology
Children take Appropriate Action to Meet Their Needs
Baby may….Carolina Item # Item Statement
0-9 months
Communicate interest or
excitement through facial/body
movement
Realize ability to make things
happen (e.g. hits or kicks mobile
and makes it move)
Express a variety of emotions and
feelings to communicate basic
needs
Learn to comfort self
Ounce Crosswalk with Delaware Learning Opportunities
Baby may….. 0-9 months
ABAS Item #s
Make things happen (e.g. hits or kicks mobile and makes it move) 5B,11C
Communicate basic needs 10B
Learn to comfort self 2B,8B
Entertain self for short periods of time 11B,11C
Control body movements 6A, 12A
Reach for and hold objects 6B,12A,12F
ECO Crosswalk - Ounce
OUTCOME ONE OUTCOME TWO OUTCOME THREEChildren have positive social emotional skills Children acquire and use knowledge Children use appropriate behaviors to meet their needs
(including social relationships) and skills (including early literacy)
Personal Social Cognition Personal Social1. Self Regulation and Responsibility 5. Attention and Memory 4-I Self-Help Eating
2. Interpersonal Skills 6-I Visual Perception: Blocks and Puzzles 4-II Self-Help Dressing3. Self-Concept 6-II Visual Perception: Matching and Sorting 4-III Self-Help Grooming
7. Functional Use of Objects & Symbolic Play 4-IV Self Help Toileting8. Problem Solving/Reasoning
9. Number Concepts Fine Motor10. Concepts/Vocabulary: Receptive 17. Imitation: Motor11. Concepts/Vocabulary: Expressive 18. Grasp & Manipulation
12. Attention & Memory: Auditory 19. Bilateral Skills20.Tool Use
Communication 21.Visual Motor Skills13. Verbal Comprehension14. Conversational Skills Gross Motor
15. Grammatical Structure 22-I. Upright: Posture & Locomotion16. Imitation: Vocal 22-II. Upright Balance
22-III. Upright: Ball Play22-IV Upright: Outdoor Play
Carolina Curriculum Crosswalk With OSEP Child Outcomes
Delaware Crosswalk - CarolinaCarolina Curriculum Preschool Delaware Early Learning Standards
PERSONAL SOCIAL Emotional and Social Development
1. Self Regulation and Responsibility
a. Avoids common dangers Demonstrate appropriate caution in unfamiliar and/or potentially
and/or potentially dangerous situations
b. Plays comfortably in a small group of children Begin to demonstrate the ability to give & take during peer interactions
by helping, sharing, discussing
c. Knows what toys can and cannot do & uses them appropriately Begin to use materials purposefully, safely & respectfully
d. Puts away toys neatly when asked (may not need a reminder)
e. Follows rules given by adults for new activities or simple games Follows simple rules and routines
f. Adapts readily to change in routines Follows simple rules and routines
g. Answers questions related to safety
h. Shows care in handling small animals or breakable objects Begin to use materials purposefully, safely & respectfully
i. Performs simple chores (may have to be reminded or Be a helpful member in a group or household through sharing tasks or chores
supervised)
COGNITION Delaware Early Learning Foundations
5. Attention and Memory: Visual/Spatial
a. Points to hand that is hiding a toy (both when toy remains in IT Uncover a toy that has been hidden.
hand and when toy is transferred to the other hand, out of sight)
b. Recognizes the covers of several books and labels them
c. Recognizes familiar signs Show increasing awareness of print, familiar signs, and labels
d. Identifies (points to) object or picture shown briefly and shown IT Show increased short and long term memory and increased attention
again in an array of three
.
e. Identifies (points to) object or picture shown briefly and shown IT Show increased short and long term memory and increased attention
again in an array of four
f. Tells the name of an object or picture shown briefly to a group IT Show increased short and long term memory and increased attention
of two and then hidden
g. Remembers incidental information IT Show increased short and long term memory and increased attention
h. Names one of several (4 or more) objects or pictures shown (or IT Show increased short and long term memory and increased attention
objects felt), named and then hidden
i. After observing three objects being placed under separate covers, IT Show increased short and long term memory and increased attention
identifies the cover under which a matching object is hidden
j. Remembers and names which one of three objects has been IT Show increased short and long term memory and increased attention
hidden
Outcome 1 Children have positive social-emotional skills (including social relationships)
DressingIndicator Assert independence
D-2 2 Removes socksD-2 3 Assists in undressingD-2 4 Removes shoesD-2 5 Removes coatD-2 6 Removes shirtD-2 7 Removes dressD-2 8 Removes pants
ToiletingIndicator Assert independence
D-6 4 Begins to anticipate and communicate toileting needsD-6 5 Anticipates and verbalizes/communicates toileting needs fairly consistentlyD-6 13 Urinates without toileting assistance
Communicate wants and needs through cries, gestures, word approximations, signs and or assistive technologyD-6 4 Begins to anticipate and communicate toileting needsD-6 5 Anticipates and verbalizes/communicates toileting needs fairly consistently
BathingAssert independenceD-7 5 Dries hands without assistance
Prespeech Receptive LanguageIndicator Acknowledge or respond to others through eye contact, vocalizations, facial or body movements or assistive
technologyE-1 4 Responds with a smile or coo to friendly speech and fondlingE-1 7 Responds to show that he/she understands several words such as bye-bye and mamaE-1 8 Responds to own name
Alignment
• Vineland I/T (74%) 1 – 89%2 – 63%3 – 69%
• Desired Results I/T (87%) 1 – 94%2 – 87%3 – 81%
• Carolina Infants I/T (78%) 1 – 89%2 – 70%3 – 77%
Alignment
• Desired Results (Prek – 74%)• 1 – 70%• 2 – 75%• 3 – 78%
• Carolina for Preschool (Prek – 65%)• 1 – 80%• 2 – 71%• 3 – 44%
• Brigance (Prek – 53%)• 1 – 50%• 2 – 67%• 3 – 44%
COGNITION Delaware Early Learning FoundationsIDEAS FOR TEACHERS TO SCAFFOLD CHILD'S DEVELOPMENT
5. Attention and Memory: Visual/Spatial
a. Points to hand that is hiding a toy (both when toy remains in IT Uncover a toy that has been hidden.
HIDING GAMES - Hide a toy in the room, then give cues "Warm,"
hand and when toy is transferred to the other hand, out of sight) hot, "cold" to describe child's proximity to toy.
WHAT IS MISSING - Show two toys, have child close eyes, remove
b. Recognizes the covers of several books and labels them one toy, ask, "What is missing?"
c. Recognizes familiar signs Show increasing awareness of print, familiar signs, and labelsWORD WALK - Take a walk outside and read the signs (STOP, EXIT)
ENVIRONMENTAL PRINT - Bring in familiar labels for child's favorite
cereal, food… Make book of favorite things using labels.
d. Identifies (points to) object or picture shown briefly and shown
IT Show increased short and long term memory and increased attention
MEMORY GAME - Play simple memory games using familiar objects
again in an array of three first. Place two objects on a blanket, have child tell you what they are.
. Close eyes. Take one away. Ask, "What's missing?"
e. Identifies (points to) object or picture shown briefly and shown
IT Show increased short and long term memory and increased attention Gradually add more objects. For higher level, use pictures.
again in an array of four
MEMORY - Use pictures of objects familiar to child. Show the objects
f. Tells the name of an object or picture shown briefly to a group
IT Show increased short and long term memory and increased attention
label the object. Have the child label the object. Then remove and ask
of two and then hidden "What's missing?"
g. Remembers incidental informationIT Show increased short and long term memory and increased attention
PLAY, REVIEW Engage child in conversation about what did during
play immediately after playing.
h. Names one of several (4 or more) objects or pictures shown (or
IT Show increased short and long term memory and increased attention
Dramatic Play - While playing, put something in the refrigerator
objects felt), named and then hidden then ask, "Where did I put the ----?"
i. After observing three objects being placed under separate covers,
IT Show increased short and long term memory and increased attention
PLAY - While playing in the sand with a few toys, show the child
identifies the cover under which a matching object is hidden one toy, hide it in the sand, then ask, "Can you find the ---?"
j. Remembers and names which one of three objects has been
IT Show increased short and long term memory and increased attention
PLAY - While playing in the blocks, put an animal or other toy in
hidden a simple block structure. Ask the child the label the toy, then hide it.
Ask the child, "What's missing?"
Group Task
• Choose an assessment instrument• Choose an age group/range• Take the Matrix and begin the alignment
process• Complete one or two pages
• Discuss impressions/Ask Questions
Early Childhood Outcomes Assessment Alignment MatrixProgram: Assessment:
Outcome 1: Children have positive social-emotional skills (including social relationships) (Children have positive social relationships)
Test Indicator #’s Test Indicator Item Statement
• Jim J. Lesko, Ed.D.• 302-735-4210• [email protected]