1. Facilitator: Angela Kapp angelakapp@midwestchilddevelopment.com Authentic Assessment Session 1 Session 1 Level 2 Minnesota Department of Human Services

2. Introductions Welcome and Introductions Housekeeping Overview of the Sessions

3. Training Objectives To review, understand, and build skills around the foundational ideas of authentic assessment, including the use of the Early Childhood Indicators of Progress To understand the history of authentic assessment and current trends within the early care and education field To gain knowledge and skills in including parents within the authentic assessment process, including sharing data with parents. To understand the purposes for and uses of authentic assessment data to inform practice To build skills around data collection, data analysis, and data reporting

4. Authentic Child Assessment

5. Authentic Assessment Definition What is the difference between screening, assessment, and authentic assessment?

6. Definition of Screening Screening is one part of a larger system of assessment for young children and is defined as: “ A brief instrument that measures those who may need further, more in- depth assessment tools to verify developmental or health risks.” Council of Chief State School Officers, 2011

7. Definition of Authentic Assessment Authentic assessment has also been defined by Bagnato & Yeh Ho (2006) and Morrison (2000). Their definitions include the following: The systematic recording of developmental observations over time (ongoing throughout the year) About the naturally occurring behaviors and functional competencies of young children in daily routines (actual work) By familiar and knowledgeable caregivers in the child’s life Is embedded within curriculum Is a cooperative and collaborative process Is intended to help professionals and parents learn more about children Assesses what individual children can do Makes assessment part of the learning process

8. Parent Aware Definition of Assessment “A systematic, ongoing procedure to assess every participating child’s developmental progress and to plan appropriate learning experiences and instruction.” Parent Aware. (2013). Guide to the child assessment review process. Retrieved from http://parentawareratings.org/files/Guide%20to%20the%20Child%20Assessment%20Review%20Process %20_0.pdf.

9. NAEYC Position Statement There is a shared responsibility to making “ethical, appropriate, valid, and reliable assessment a central part of all early childhood programs. To assess young children’s strengths, progress, and needs, use assessment methods that are developmentally-appropriate, culturally and linguistically responsive, tied to children’s daily activities, supported by professional development, inclusive of families, and connected to specific, beneficial purposes: (1) making sound decisions about teaching and learning, (2) identifying significant concerns that may require focused intervention for individual children, and (3) helping programs improve their educational and developmental interventions.” NAEYC and NAECS/SDE. (2003). Early childhood curriculum, assessment and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved from https://www.naeyc.org/positionstatements/cape.

10. Why Authentic Assessment? Ongoing observation, data collection, and decision-making based on data lead to more meaningful, individualized instruction Provides critical links between standards, curriculum, and instruction Supports the larger “comprehensive assessment system” High-stakes accountability needs to be based on facts Riley-Ayers, S. (2014). Formative assessment: Guidance for early childhood policymakers (CEELO Policy Report. New Brunswick, NJ: Center on Enhancing Early Learning Outcomes.

11. Potential Uses of Authentic Assessment Support learning and instruction; Identify children who may need additional services; Program evaluation and monitoring of trends; and High-stakes accountability Evidence to support policy decisions Riley-Ayers, S. (2014). Formative assessment: Guidance for early childhood policymakers (CEELO Policy Report. New Brunswick, NJ: Center on Enhancing Early Learning Outcomes.

12. Potential Misuses Decision-making: Based on a single assessment; or Without supporting evidence Denying children opportunities for learning and/or services Not taking culture, language, age, and developmental capacity into account Teaching to the test Riley-Ayers, S. (2014). Formative assessment: Guidance for early childhood policymakers (CEELO Policy Report. New Brunswick, NJ: Center on Enhancing Early Learning Outcomes.

13. Legal Issues Assessment must not be used to harm children or families and may not be used to deny or exclude children from access to programs and services. Authentic assessment data should be treated as confidential information. Authentic assessment alone may NOT be used to identify a child with a disability. National Association for the Education of Young Children and the National Association of Early Childhood Specialists in State Departments of Education. 2003. Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdf http://www.naeyc.org/files/naeyc/file/positions/CAPEexpand.pdf

14. Authentic Assessment Cycle Observing and recording data Analyzing data Applying data to caregiving and teaching Sharing data with stakeholders

15. Authentic Assessment Cycle Plan for Assessment Collect Facts Observation Work Samples Portfolio Analyze Facts Evaluate Children’s Progress Plan Instruction for individuals & Groups Report on Children’s Progress

16. The Early Childhood Indicators of Progress

17. Early Learning Guidelines Early learning guidelines: “...describe what children should know (competencies and skills) across multiple domains of learning during specified age ranges” (Zero to Three, 2014, p. 1) As of 2010, all states and Washington, DC have early learning standards for children ages 3-5 years and almost half have early learning standards for children ages 0-3 years (Daily, Burkhauser, & Halle, 2010).

18. Early Childhood Indicators of Progress In Minnesota, the Early Learning Guidelines are known as the “Early Childhood Indicators of Progress” or ECIPs. The preschool (3 to 5 years) version was developed in 2005 and the infant-toddler (birth to 3) was developed in 2007. Revisions are currently underway to develop one set of standards for ages birth to five years.

19. Using the ECIPs The ECIPs can be used in all early care and education environments, including at home by parents. The ECIPs can be used for ALL children ages birth to five years of age. The ECIPs can be used to: Share information with parents regarding typical child development Support authentic assessment practices Assist in the determination of children who may be delayed or gifted

20. Practice Using the ECIPs On each table is a worksheet with questions. Please use the Language and Literacy and Social Emotional Development Early Childhood Indicators of Progress to answer each question. Feel free to work in pairs or triads.

21. Choosing an Appropriate Assessment Tool

22. Choosing an Appropriate Tool Choosing the most appropriate tool is dependent on the children you serve and the reason you are assessing in the first place. The following characteristics should be considered: Child’s age Family Involvement Time Language(s) Cost Program and Tool Requirements Halle, T., Zaslow, M., Wessel, J., Moodie, S., and Darling-Churchill, K. (2011). Understanding and Choosing Assessments and Developmental Screeners for Young Children: Profiles of Selected Measures. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta- system/teaching/eecd/Assessment/Ongoing%20Assessment/compendium-profiles.pdf

23. The Importance of Reliability and Validity Any tool you choose should have data to support its: Reliability: the degree to which one would get the same (consistent) answers over time Validity: the degree to which the assessment is actually measuring what it is supposed to measure

24. Approved Tools Parent Aware Approved Assessment Tools: http://parentawareratings.org/files/Parent%20Aware%20Approved%20 Assessment_18.pdf http://parentawareratings.org/files/Parent%20Aware%20Approved%20 Assessment_18.pdf MN ECSE Approved Tools: http://www.education.state.mn.us/MDE/EdExc/EarlyChildRes/EarlyChil dSpecEd/index.html http://www.education.state.mn.us/MDE/EdExc/EarlyChildRes/EarlyChil dSpecEd/index.html Head Start Reviewed Tools: http://eclkc.ohs.acf.hhs.gov/hslc/tta- system/teaching/eecd/Assessment/Ongoing%20Assessment/compendi um-profiles.pdf As part of the Race to the Top: Early Learning Challenge, a website is currently being developed to assist early care providers in choosing appropriate tools.

25. Closing

26. One completely new idea One useful idea One idea you will share with parent/friend/colleague Evaluation

27. Thank you for attending!