Assessment for Child Monitoring and Program Planning: Creating Strong Links June 11, 2007JJ June 11,...

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.


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


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


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


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…


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


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


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


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


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


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


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


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


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


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


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


E-LAP Materials

• E-LAP Assessment Manual• E-LAP Scoring Booklet• Assessment & Observation Summary Sheets• Assessment Kit (toys & materials)• Early Learning Activity Cards


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


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


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

https://www.kedsonline.org/

Data Collection in KEDS

Two-step process to send in data:

1. Verify child’s CBIS demographic data

2. Enter child assessment data


Step 1: Verify CBIS data


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


Sample Excel spread sheet


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, ([email protected]) as an administrator for your account;

• Christopher will do the rest (upload data at IFSP time).


mailto:[email protected]

More Information

• More details for each instrument will be reviewed in individual sessions.

• Thank you for your good work with children and families!


Assessment for Child Monitoring and Program Planning: Creating Strong Links June 11, 2007JJ June 11,...

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