progress monitoring in early childhood: generating a discussion
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Progress Monitoring in Early Childhood: Generating a Discussion. Judy Carta, Juniper Gardens, University of Kansas Nan Vendegna , Colorado Results Matter Kathy Hebbeler , ECO at SRI International Moderator : Christy Kavulic, OSEP. OSEP Project Director’s Conference - PowerPoint PPT PresentationTRANSCRIPT
Progress Monitoring in Progress Monitoring in Early Childhood: Early Childhood:
Generating a DiscussionGenerating a Discussion
Progress Monitoring in Progress Monitoring in Early Childhood: Early Childhood:
Generating a DiscussionGenerating a Discussion
Judy Carta, Juniper Gardens, University of Kansas
Nan Vendegna, Colorado Results Matter
Kathy Hebbeler, ECO at SRI International
Moderator: Christy Kavulic, OSEP
OSEP Project Director’s Conference Washington, DC, July 2008
Monitoring Progress or Monitoring Progress or Implementing Progress Implementing Progress
Monitoring: Monitoring: What Do We Mean?What Do We Mean?
Kathy HebbelerKathy HebbelerEarly Childhood Outcomes CenterEarly Childhood Outcomes Center
at SRI Internationalat SRI International
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 3
Or Or
What happens when a general early childhood
perspective on assessment meets a special education
perspective on assessment?
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 6
Mark Wolery, Mark Wolery, Monitoring Children’s Monitoring Children’s Progress and Intervention ImplementationProgress and Intervention Implementation
“Each interaction with children provides opportunities to gather information for making decisions about progress and intervention programs….such assessment is called monitoring.”
From McLean, Wolery & Bailey, 2004
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 7
Neisworth & Bagnato, DEC Neisworth & Bagnato, DEC Recommended Practices: Assessment Recommended Practices: Assessment
“Beyond the eligibility or gate-keeping purpose, assessment also is critical for program planning, monitoring (formative) progress, and for program (summative) evaluation.”
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 8
Historical context: Times are changingHistorical context: Times are changing
General early childhood community has gone from being negative about assessment to embracing assessment – the right kind of assessment
No: IQ tests, “readiness tests” that exclude
Yes: Curriculum-based measures to inform instruction
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 9
National Association for the Education of National Association for the Education of Young Children (NAEYC)Young Children (NAEYC)
“High quality programs are informed by ongoing systematic, formal, and informal assessment approaches to provide information on children’s learning and development.”
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 10
Council of Chief State School OfficersCouncil of Chief State School Officers
“Ongoing assessment through observation, analysis of children’s work, and use of valid and reliable instruments and processes helps teachers to know how to plan the learning environment and experiences. It supports instructional planning for individual children and for the group. It is key to assuring successful early learners.”
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 11
Naming ongoing assessment in ECNaming ongoing assessment in EC
Curriculum-based assessment Curriculum-embedded assessment Criterion-referenced assessment Instructional assessment Formative assessment
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 12
Historical context: Times are changingHistorical context: Times are changing
Response to Intervention (RTI) Much attention in K-3 (or higher) Involves a particular type of
assessment (GOM) or (CBM) Models to apply principles to programs
for younger children development
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 13
What kind of assessment is going on in What kind of assessment is going on in EC programs across the country?EC programs across the country?
We don’t know Probably many programs with no
ongoing assessment or poor assessment Trend seems to be toward more and
more adoption of curriculum-based assessments in regular EC (consistent with NAEYC recs)
Head Start has been promoting ongoing assessment. Creative Curriculum fairly commonly used tool.
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 14
What kind of assessment is going on in What kind of assessment is going on in EC programs across the country?EC programs across the country?
Will see more assessment for accountability
For OSEP reporting, EI and ECSE programs are using a variety of approaches to collect data on child outcomes including curriculum-based assessment.
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 15
What comes next for ongoing assessment in early childhood?
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 17
Common GroundCommon Ground
Importance of ongoing assessment Developmental trajectories Some children will not make progress Important to identify those children Important to adjust child’s program
(instruction/intervention) and monitor success of the adjustment
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 18
Choices for Teachers and AdministratorsChoices for Teachers and Administrators
Curriculum-based assessment Curriculum-based assessment plus
GOM(s) or CBM(s) GOM(s) alone (poor choice)? No ongoing assessment (poor
choice)
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 19
Features: General Outcome MeasuresFeatures: General Outcome Measures
Quick Easy to learn Administered one-on-one Intervention or instruction not linked to
tool Better researched with regard to
trajectories, psychometric properties Lends itself well to charting growth Lends itself well to analysis Central to RTI Not as well known in EC
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 20
Features: Curriculum-basedFeatures: Curriculum-based
Comprehensive Takes time to learn and master Time-consuming to complete assessment Data collected as part of ongoing classroom
activities; integral to instruction Helps teachers be better observers of children Helps teachers know what to teach Data do not lend themselves well to
aggregation Not as psychometrically “developed”
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 21
Unanswered questionsUnanswered questions
Can a curriculum-based tool provide enough information to identify children in need of additional help?
Will a GOM tool and a curriculum-based tool identify the same children?
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 22
Unanswered questions (Cont’d)Unanswered questions (Cont’d)
Can EC teachers and care providers, many of whom have limited education, be expected to learn and implement both types of assessments?
How is an administrator or director who learns about both to reconcile these perspectives?
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 23
The time and skill issue for ECThe time and skill issue for EC
“The most effective uses of CBM in the formative evaluation of individual student programs almost certainly occur in setting where individual (special) education teachers have the time and skills to respond to the charted progress of individual students.” Deno, 2003
Early Childhood Outcomes CenterEarly Childhood Outcomes Center 24
Mark Wolery, Mark Wolery, Monitoring Children’s Monitoring Children’s Progress and Intervention ImplementationProgress and Intervention Implementation
“Each interaction with children provides opportunities to gather information for making decisions about progress and intervention programs….such assessment is called monitoring.”
From McLean, Wolery & Bailey, 2004