Post on 27-Dec-2015
Assessment for Child Monitoring and Program Planning: Creating
Strong Links
June 11, 2007JJ
June 11, 2007Lexington, KY
First Steps Biannual PLE Meeting
© Caroline Gooden, Kentucky Early Childhood System, 2007
Goals of this session• To review pertinent regulations and recommended
practices for assessment• To explore four multi-domain assessment tools
that can provide ongoing monitoring of children’s progress and report outcomes as required by Office of Special Education Programs (OSEP)
• To introduce KEDSonline
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
Questions/Thoughts
This session will be focused and brief;
Feel free to write your questions on post-it notes & attach them to Parking Lot posters on the wall;
Q & A document will follow based on your
questions.
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
We’re Glad You Are Here
Please indicate if you are:• Primary Level Evaluator• Point of Entry staff• Technical Assistance Team member• Primary Service Coordinator• Regional Training Center staff• Central Office staff• First Steps AssessorsJune 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
The Agenda for Today
• Introduction to assessment practices• Individual sessions for:
– Assessment, Evaluation, and Programming System®-Ballroom C
– Carolina Curriculum for Infants and Toddlers with Special Needs-
– Early Learning Accomplishment Profile-– Hawaii Early Learning Profile-Ballroom A
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
Evaluation Practices(635 of IDEA, 911 KAR 2:130)
• Differentiated from Assessment• To determine eligibility as outlined in 635 of
IDEA• Describes norm-referenced, standardized
instruments consistent with 911 KAR 2:130
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
Assessment Practices (911 KAR 2:130)
• Occur after evaluation for eligibility
• Include progress monitoring, IFSP & curriculum planning
• Criterion-referenced and curriculum-based tools recommended
• Multi-modal, multi source data
• On-going data collectionJune 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
Linked System Approach
Collecting Information•Observations•Direct Tests•Report
Summarizing Information•Child Outcomes•Family Outcomes
Monitoring •Weekly•Quarterly•Annual
Assessment IFSPs
Intervention
Curricular Approach
•Activity-Based Intervention
Evaluation
Slide courtesy of Jennifer Grisham-BrownJune 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
Purposes of Assessment
1. To identify child status and individual strengths and needs of children across domains
2. To inform intervention and instructional planning (IFSP, therapies, curriculum)
3. To inform families & all team members of child’s overall developmental status
4. To inform progress monitoring for reporting child progress to OSEP
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
OSEP’s 3 Child Outcomes
1. Positive social-emotional skills (including social relationships)
2. Acquisition and use of knowledge and skills (including early language, communication, early literacy)
3. Use of appropriate behaviors to meet their needs
OSEP does not want norm-referenced tests to be used to measure these outcomes…
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
Recommended Assessment Tools for children with disabilities
– Assessment Evaluation Programming System®– Carolina Curriculum for Infants and Toddlers
with Special Needs– Early Learning Accomplishment Profile– Hawaii Early Learning Profile
Summary matrices in folders
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
Advantages of Recommended Assessments
• Document strengths & needs across domains• Yield comprehensive & useful information for
all team members• Yield reliable & valid information that
connects to learning outcomes & families’ goals
• Provide opportunity to gain input and information from multiple sources/disciplines
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
Recommended Assessment Practices
• Gather information from multiple sources (families & other practitioners)
• Address concerns across disciplines• Consider family goals & cultural preferences• Use results to continually monitor child progress
& modify intervention
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
Recommended Assessment Practices• Connect to Kentucky Early Childhood
Standards• Recognize & record the impact of deficits
within each developmental domain on child status as a continuously occurring process
• Gather & record holistic information on child through on-going communication among team members
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
Key Concepts to Success• On-going communication and consultation
between team members on child progress• Continuous recording of skill mastery
across domains (on assessment protocols)• Analysis of field notes, observations, &
direct assessment to gather evidence for decision making
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
AEPS (Assessment, Evaluation, and Programming System)® 2nd Edition:
Features
• Designed for assessing children with disabilities
• Long history of developmental field testing• Protocol designed for observation and direct
assessment in daily routines by family members & intervention personnel
• Recognizes emerging skills (scoring)• Can calculate domain scores for comparisons
over timeJune 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
AEPS® Characteristics• 6 domains (strands) include fine motor, gross motor,
cognitive, adaptive, social-communication, social with 258 items
• Ages covered- 1 month to 3 years• Assessment linked to curriculum• Scoring- 0, 1, 2 (no, inconsistent, yes); and A
(assistance) B (behavior interfered), D (direct test), M (modification), Q (quality of performance) or R (report)
• Methods for including families- Family Report with illustrations of many skills
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
AEPS®: Materials
• AEPS® Administration Guide (includes photo copiable data recording forms)
• AEPS® Test for Birth-Three & Three to Six, 2nd Edition (in one volume)
• Child Observation Data Recording Forms• AEPS® Curriculum for Birth-Three• Family Report• Child Progress Report
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
Carolina (Carolina Curriculum for Infants and Toddlers with Special Needs, 3rd Ed): Features
• Designed for assessing children with disabilities • Covers 5 domains: cognition, communication, personal-
social, fine motor, gross motor with 499 items• Skills sequenced within each domain with approximate
age ranges for each; emphasis on functional skills; easy-to-follow format
• CCITSN for B-36 months; CCPSN (Preschool) for 24-60 months; overlapping skills numbered the same
• Completed through on-going direct assessment, observation, and interview
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
Carolina Characteristics
• Scoring: +, +/-, -, or A (yes, inconsistent, no, or physical assistance)
• Developmental Progress chart to estimate developmental age & track progress
• Family involvement- family may mark own protocol or report information for assessment log
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
Carolina Materials
• The Carolina Curriculum for Infants and Toddlers with Special Needs, 3rd Edition - one volume with 24 teaching sequences, assessment protocol, and administration information
• Assessment Log and Developmental Progress Chart
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
Early Learning Accomplishment Profile (E-LAP): Features
• Designed for assessing children with disabilities• Uses traditional direct assessment methods• Covers birth - 36 months• Yields approximate developmental age that can
be shown on a bar graph keyed to individual assessment items
• Includes attractive & engaging testing items• Test kit materials can be purchased separatelyJune 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
E-LAP Characteristics
• Criterion-referenced• Covers 6 domains: gross motor, fine motor,
cognitive, language, self-help, and social-emotional using 264 items
• Families encouraged to be present; no specific family involvement materials
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
E-LAP Materials
• E-LAP Assessment Manual• E-LAP Scoring Booklet• Assessment & Observation Summary Sheets• Assessment Kit (toys & materials)• Early Learning Activity Cards
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
HELP®(Hawaii Early Learning Profile) Features
• Designed for assessing children with disabilities• Comprehensive and detailed: 685 items• 2 formats: HELP® Checklist, HELP® Strands
(HELP® Chart shows visual organization of assessment)
• Regulatory/Sensory Organization recently added• Items credited through observation, direct
testing, or interview• Activity Guide, HELP® at Home for familiesJune 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
HELP® Characteristics
• Item crediting: start/stop criteria, +, +/-, -, N/A, A (atypical), or circle (concern noted)
• Can yield approximate developmental age within each strand
• Frequency of protocol entry: on-going across disciplines
• Intended to promote communication across disciplines
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
HELP® Characteristics
• HELP® Checklist: items in each domain sequenced by age
• HELP® Strands: same items, sequentially grouped within 58 concepts
• Family Interview: open-ended questions for each strand
• Allowance for adaptations and intervening variables that may influence results
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
HELP® Materials
• Inside HELP® Administration and Reference Manual
• HELP® Strands recording forms• HELP® Checklist recording forms• HELP® Family Centered Interview• HELP® Charts• HELP® at Home• HELP® Activity GuideJune 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
Data Collection with KEDS
June 11, 2007JJ
https://www.kedsonline.org/
© Caroline Gooden, Kentucky Early Childhood System, 2007
Data Collection in KEDS
Two-step process to send in data:
1. Verify child’s CBIS demographic data
2. Enter child assessment data
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
Step 1: Verify CBIS data
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
Step 2: Enter assessment data
1) For paper protocols:• Record results on publisher’s paper protocol
during on-going assessment
• Prior to IFSP, tally results; enter in an excel spread sheet; upload to KEDS
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
Sample Excel spread sheet
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
Step 2 for online systems
2) For online systems:• Enter results during on-going assessment; tally
results prior to IFSP;• List Christopher Anderson, Technology
Specialist, (andersoncf@uky.edu) as an administrator for your account;
• Christopher will do the rest (upload data at IFSP time).
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007
More Information
• More details for each instrument will be reviewed in individual sessions.
• Thank you for your good work with children and families!
June 11, 2007JJ © Caroline Gooden, Kentucky Early Childhood System, 2007