delaware alignment 619 outcome system jim j. lesko, ed.d. delaware department of education...
TRANSCRIPT
Instruction/Intervention
Planning/Targets/AlignmentAssessment
Delaware Building Blocks Framework
Ongoing Assessment
Developmental Data
Instructional Planning
Instruction/Intervention
Delaware Building Blocks Alignment Framework
Ongoing Assessment
Developmental Data
Instructional Planning
Instruction/Intervention
Early LearningGuidelines
• Multiple Step Process• Align Early Learning Guidelines with the
3 OSEP Outcomes• Identified Dominant Measures in use in
Delaware – then added a few other well known measures
• Assembled a group of Master Educators/Interventionists
• “Master” group examined alignments of measurement tool items with the guidelines
• Measuring what one is Teaching • “Master” group in pairs and
independently identified alignment – or lack of
• “Master” pairs met and came to consensus on items
• Examine the percentage of alignment of individual measures
• Piloted use of the measures with the highest level of alignment over a six month period
• Had assessors keep reflective logs, met periodically, surveyed
• Chose from the measures piloted and subsequently developed a list of state recommended measures
Aligning Child Outcome Measurement
Vineland I/T (74%) 1 – 89% PreK (54%) 1 – 70%2 – 63% 2 – 25%3 – 69% 3 – 67%
Brigance I/T (86%) 1 – 84% PreK (53%) 1 – 50%2 – 83% 2 – 67%3 – 92% 3 – 44%
Desired Results I/T (87%) 1 – 94% PreK (74%) 1 – 70%2 – 87% 2 – 75%3 – 81% 3 – 78%
Early LAP I/T (76%) 1 – 79%2 – 73%3 – 77%
AEPS I/T (64%) 1 – 63%2 – 63%3 – 65%
OUNCE I/T (77%) 1 – 74%2 – 80%3 – 77%
Carolina Infants I/T (78%) 1 – 89%2 – 70%
3 – 77%
• ABAS I/T PreK (83%) 1 – 90%2 – 60%3 – 100%
• LAP -3PreK (66%) 1 – 70%
2 – 71%3 – 56%
• Carolina Preschool PreK (65%) 1 – 80%2 – 71%3 – 44%
Work Sampling Alignment
Preschool Child may…. Test Indicator # Test Indicator
36-60 months
Communicate so that they will Language and Literacy - Speaking
be understood by peers and IIB1 Speaks clearly enough to be understood by most listeners.
adults
IIB1 Speaks clearly enough to be understood without contextual clues.
Communicate using multiple Language and Literacy - Speaking
word phrases IIB2 Uses expanded vocabulary and language for a variety of purposes
IIB2 Uses expanded vocabulary and language for a variety of purposes
Make independent choices Personal -Social Self concept
within the limits set by adults IA2 Shows some self-direction.
IA2 Shows some self-direction.
Begin to develop a plan for play Personal -Social - Self Concept
and follow through IC3 Approaches play with purpose and inventiveness.
Aligning Child Outcome Measurement
Baby may….. 0-9 months
Rec 2, Exp 2, 4, Int 1, 2, 9, 11, 12
Int 4, 6, 7, 8, 10 Demonstrate a preference for interactions with familiar adults in some observable way
Exp 5, Int 5 Initiate interactions with caregivers
Rec 3 Respond to own name (smiles, eye contact, turns head)
Exp 1, 3, Int 3 Express a range of emotions (happy, sad)
Play 1,3 Participate in some form of reciprocal play
Toddler 1 may… 10-18 months
Exp 6, 7, 8, 9, 10, 11, Per 5 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 4 Play side by side with others
Aligning Child Outcome Measurement
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.