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Delaware Building BLOCKS EARLY CHILDHOOD MONITORING – INSTRUCTION – ACCOUNTABILITY SYSTEM FOR YOUNG CHILDREN School District Meetings September and October.

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Presentation on theme: "Delaware Building BLOCKS EARLY CHILDHOOD MONITORING – INSTRUCTION – ACCOUNTABILITY SYSTEM FOR YOUNG CHILDREN School District Meetings September and October."— Presentation transcript:

1 Delaware Building BLOCKS EARLY CHILDHOOD MONITORING – INSTRUCTION – ACCOUNTABILITY SYSTEM FOR YOUNG CHILDREN School District Meetings September and October 2006 Jim Lesko and Verna Thompson

2 OFFICE OF SPECIAL EDUCATION PROGRAMS CHILD OUTCOMES Outcome One Outcome One Children have positive social – emotional skills (including social relationships) Outcome Two Outcome Two Children acquire and use knowledge and skills (including early language/ communication and early literacy) communication and early literacy) Outcome Three Outcome Three Children use appropriate behaviors to meet their needs

3 Information To Be Reported to OSEP: % of children who maintained skills comparable to same-aged peers % of children who maintained skills comparable to same-aged peers % of children who made progress to attain skills comparable to same-aged peers % of children who made progress to attain skills comparable to same-aged peers % of children who made sufficient progress to narrow the gap % of children who made sufficient progress to narrow the gap % of children who made progress but did not narrow the gap % of children who made progress but did not narrow the gap % of children who do did not make progress % of children who do did not make progress

4 EARLYCHILDHOODASSESSMENT

5 Guidelines for Authentic Assessment of Young Children Delaware teachers and therapists should: Collect multi sources of information Collect multi sources of information Use Delaware approved primary assessment tools Use Delaware approved primary assessment tools Include families in the process Include families in the process Link assessment to curriculum planning Link assessment to curriculum planning * These guidelines are based on NAEYC Position Statement on Assessing Children

6 Sources of Information Natural observations of ongoing child behavior in everyday settings and routines Natural observations of ongoing child behavior in everyday settings and routines Interviews with informed caregivers Interviews with informed caregivers (teachers, caregivers, parents, teams) Anecdotal Notes Anecdotal Notes Delaware approved assessment tools Delaware approved assessment tools

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8 Delaware Approved Primary Assessments Carolina Curriculum Infants and Toddlers Carolina Curriculum Infants and Toddlers Carolina Curriculum Preschoolers Carolina Curriculum Preschoolers Creative Curriculum Developmental Continuum Infants, Toddlers and Twos Creative Curriculum Developmental Continuum Infants, Toddlers and Twos Creative Curriculum Developmental Continuum for Preschoolers Creative Curriculum Developmental Continuum for Preschoolers California Desired Results ACCESS (Jan, 07) California Desired Results ACCESS (Jan, 07)Exceptions: (1)Children identified as Preschool Speech Delayed (2)Children with severe and profound disabilities

9 Approved Assessments for Children Identified as Preschool Speech Delayed Outcome One and Three Adaptive Behavior Assessment System (ABAS) Adaptive Behavior Assessment System (ABAS) Vineland II Adaptive Behavior Scales Vineland II Adaptive Behavior Scales Ages and Stages Questionnaires (ASQ) Ages and Stages Questionnaires (ASQ) Ages and Stages (ASQ) Ages and Stages (ASQ) Ages and Stages Social Emotional (ASQ-SE) Ages and Stages Social Emotional (ASQ-SE) Child Development Inventory (CDI) Child Development Inventory (CDI) Outcome Two Appropriate assessment for articulation Appropriate assessment for articulation

10 Assessing Children With Severe Disabilities Programs will be piloting these assessments: Collier Azuza Collier Azuza Developmental Assessment for Students With Severe Disabilities (DASH) Developmental Assessment for Students With Severe Disabilities (DASH)

11 Children in the Child Outcomes System Children three to five with IEPs Children with Birth Mandate begin with eligibility Children receiving six consecutive months of service Break in service Summer does not constitute a break in service Children with more than 30 day break in service are considered dropped Children need to be reassessed within 60 days of beginning service again Transfers to another district When different assessment is used in new district, children need to be reassessed

12 TIMELINE FOR ASSESSING CHILDREN

13 Timeline for Assessing Children Assessment Administration Children will be assessed at a minimum in the fall and in the spring Children will be assessed at a minimum in the fall and in the spring Children returning for a second year will only be assessed in the spring [the previous (first) spring assessment will be used as the fall benchmark] Children returning for a second year will only be assessed in the spring [the previous (first) spring assessment will be used as the fall benchmark]

14 Beginning of the Year The team needs to: Complete the initial assessment within 60 calendar days of beginning services Complete the initial assessment within 60 calendar days of beginning services Rate the childs initial level of performance Rate the childs initial level of performance Complete the Child Outcomes Summary Form Complete the Child Outcomes Summary Form Rate each child outcome using the 7 point scale Enter information on eSchool Plus Enter information on eSchool Plus

15 At the End of the School Year The Team needs to: Complete the same assessment instrument that was used initially. Complete the same assessment instrument that was used initially. By the end of school By the end of school Reflect at least 6 months of intervention. Document the childs progress Document the childs progress Complete a Child Outcomes Summary Form Use the 7 Point Rating Scale for each child outcome Enter information online on the eSchool Plus Enter information online on the eSchool Plus Place information in childs file Place information in childs file Complete process at end of additional years Complete process at end of additional years

16 CHILD SUMMARY FORM Instructions for Use

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18 No Does the child use any immediate foundational skills related to this outcome upon which to build age-appropriate functioning across settings and situations? No (consider rating 1-3) Does the child ever function in ways that would be considered age-appropriate with regard to this outcome? Decision Tree for Summary Rating Discussions Yes (consider rating 4-7) Is the childs functioning age-appropriate across all or almost all settings and situations? YesNoYes To what extent is the child using immediate foundational skills across settings, situations? To what extent is the child using age- appropriate skills across setting and situations? Does anyone have concerns about the childs functioning with regard to the outcome area? Child uses foundational skills across settings and situations most or all of the time Child rarely uses foundational skills across settings and situations Child rarely uses age-appropriate skills. There is much more behavior that is not age- appropriate than age-appropriate. Child uses age- appropriate skills some of the time across settings and situations. There is a mix of appropriate and not appropriate behaviors and skills. YesNo Rating = 1 Rating = 5Rating =4 Rating = 2 Rating = 3Rating = 6 Rating = 7 The Early Childhood Outcomes Center Revised

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20 1. POSITIVE SOCIAL-EMOTIONAL SKILLS (INCLUDING SOCIAL RELATIONSHIPS) To answer the questions below, think about the childs functioning in these and closely related areas (as indicated by assessments and based on observations from individuals in close contact with the child): Relating to adults Relating to other children Following rules related to groups or interacting with others (if older than 18 months) 1a. To what extent does this child show age-appropriate functioning, across a variety of settings and situations, on this outcome? (Circle one number) Not YetEmergingSomewhatCompletely Supporting evidence for answer to Question 1a Source of InformationDateSummary of Relevant Results 1b. (If Question 1a has been answered previously): Has the child shown any new skills or behaviors. (Circle one number) Yes1 Describe progress: No2

21 Source of Information DateSummary of Relevant Results Candaces mom4/12/06Mom reports that when Candace eats by herself she makes a big mess. She eats finger foods but does not use a fork or spoon. She uses a sippy cup with two hands. Mom reports that she has not begun to toilet train Candace. Candace does not let mom know when she has a wet or soiled diaper. She pulls off her socks when getting ready for bed. Candaces child care provider 4/5/06Child care provider said that Candace is learning to use a spoon, but usually uses her fingers to feed herself. Candace uses diapers and tugs on diapers and tugs on diaper after it is wet or soiled. Carolina Curriculum for Infants and Toddlers With Special Needs Administered 3/13/06 Self-Help: Eating – 12 – 15 months Self-Help: Dressing – months Self-Help: Grooming – months Self-Help: Toileting - <15-18 months Developmental specialist Observed over a 4 week period in March 2006 Observed in her child care environment during structured activities and unstructured play time. She clapped and jumped during a group song. During free play Candace tended to sit quietly unless engaged in a play activity by her caregiver. Candace did not object to having hands washed by caregiver but needed assistance. Sources of Information

22 Entering Information on eSchool Plus

23 eSchool Plus Districts are responsible for entering information on eSchool Plus After initial assessment is completed After initial assessment is completed At end of school year At end of school year

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25 Questions, Comments?

26 Building BLOCKS Web Site


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