Delaware Delaware Building BLOCKSBuilding BLOCKS

EARLY CHILDHOOD EARLY CHILDHOOD MONITORING – INSTRUCTION – MONITORING – INSTRUCTION –

ACCOUNTABILITY SYSTEM FOR YOUNG ACCOUNTABILITY SYSTEM FOR YOUNG CHILDRENCHILDREN

School District MeetingsSeptember and October 2006

Jim Lesko and Verna Thompson

OFFICE OF SPECIAL EDUCATION OFFICE OF SPECIAL EDUCATION PROGRAMS CHILD OUTCOMESPROGRAMS CHILD OUTCOMES

Outcome One Outcome One Children have positive social – Children have positive social – emotional skills emotional skills (including social relationships)(including social relationships)

Outcome TwoOutcome TwoChildren acquire and use Children acquire and use knowledge and skillsknowledge and skills(including early language/(including early language/

communication and early communication and early literacy)literacy)

Outcome ThreeOutcome ThreeChildren use appropriate Children use appropriate behaviors to meet their needsbehaviors to meet their needs

Information To Be Reported to Information To Be Reported to OSEP:OSEP:

% of children who % of children who maintained skills comparable maintained skills comparable to same-aged peersto same-aged peers

% of children who made % of children who made progress to attain skills progress to attain skills comparable to same-aged comparable to same-aged peerspeers

% of children who made % of children who made sufficient progress to narrow sufficient progress to narrow the gapthe gap

% of children who made % of children who made progress but did not narrow progress but did not narrow the gapthe gap

% of children who do did not % of children who do did not make progressmake progress

EARLY EARLY CHILDHOOD CHILDHOOD ASSESSMENT ASSESSMENT

Guidelines for Authentic Guidelines for Authentic Assessment of Young Assessment of Young

ChildrenChildren

Delaware teachers and therapists should: Delaware teachers and therapists should: Collect multi sources of informationCollect multi sources of information Use Delaware approved primary assessment toolsUse Delaware approved primary assessment tools Include families in the processInclude families in the process Link assessment to curriculum planningLink assessment to curriculum planning

* These guidelines are based on NAEYC Position * These guidelines are based on NAEYC Position Statement on Assessing ChildrenStatement on Assessing Children

Sources of InformationSources of Information

Natural observations of Natural observations of ongoing child behavior in ongoing child behavior in everyday settings and everyday settings and routinesroutines

Interviews with informed Interviews with informed caregivers caregivers (teachers, caregivers, (teachers, caregivers, parents, teams)parents, teams)

Anecdotal NotesAnecdotal Notes Delaware approved Delaware approved

assessment toolsassessment tools

Delaware Approved Primary Delaware Approved Primary AssessmentsAssessments

Carolina Curriculum Infants and ToddlersCarolina Curriculum Infants and Toddlers Carolina Curriculum PreschoolersCarolina Curriculum Preschoolers Creative Curriculum Developmental Creative Curriculum Developmental

Continuum Infants, Toddlers and Two’sContinuum Infants, Toddlers and Two’s Creative Curriculum Developmental Creative Curriculum Developmental

Continuum for PreschoolersContinuum for Preschoolers California Desired Results ACCESS (Jan, California Desired Results ACCESS (Jan,

07) 07)

Exceptions:Exceptions:

(1)Children identified as Preschool Speech Delayed (1)Children identified as Preschool Speech Delayed

(2)Children with severe and profound disabilities(2)Children with severe and profound disabilities

Approved Assessments for Approved Assessments for Children Identified as Preschool Children Identified as Preschool

Speech DelayedSpeech DelayedOutcome One and Three Outcome One and Three

Adaptive Behavior Assessment System Adaptive Behavior Assessment System (ABAS)(ABAS)

Vineland II Adaptive Behavior ScalesVineland 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 TwoOutcome Two Appropriate assessment for articulation Appropriate assessment for articulation

Assessing Children With Assessing Children With Severe DisabilitiesSevere Disabilities

Programs will be piloting these Programs will be piloting these assessments:assessments:

Collier AzuzaCollier Azuza Developmental Assessment for Developmental Assessment for

Students With Severe Disabilities Students With Severe Disabilities (DASH)(DASH)

Children in the Child Children in the Child Outcomes SystemOutcomes 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 districtWhen different assessment is used in new district, children need to be reassessed

TIMELINE FOR

ASSESSING CHILDREN

Timeline for Assessing Timeline for Assessing ChildrenChildren

Assessment AdministrationAssessment Administration Children will be assessed at a minimum in Children will be assessed at a minimum in

the fall and in the springthe fall and in the spring Children returning for a second year will Children returning for a second year will

only be assessed in the spring [the only be assessed in the spring [the previous (first) spring assessment will be previous (first) spring assessment will be used as the fall benchmark]used as the fall benchmark]

Beginning of the YearBeginning of the Year

The team needs to:The team needs to: Complete the initial assessment within 60 Complete the initial assessment within 60

calendar days of beginning services calendar days of beginning services Rate the child’s initial level of performanceRate the child’s initial level of performance

Complete the Child Outcomes Summary Complete the Child Outcomes Summary Form Form

Rate each child outcome using the 7 Rate each child outcome using the 7 point scale point scale

Enter information on eSchool PlusEnter information on eSchool Plus

At the End of the School At the End of the School YearYear

The Team needs to:The Team needs to: Complete the same assessment instrument Complete the same assessment instrument

that was used initially. that was used initially. By the end of school By the end of school

Reflect at least 6 months of intervention.Reflect at least 6 months of intervention. Document the child’s progressDocument the child’s progress

Complete a Child Outcomes Summary FormComplete a Child Outcomes Summary Form

Use the 7 Point Rating Scale for each child Use the 7 Point Rating Scale for each child outcomeoutcome

Enter information online on the eSchool Plus Enter information online on the eSchool Plus Place information in child’s file Place information in child’s file Complete process at end of additional years Complete process at end of additional years

CHILD SUMMARY CHILD SUMMARY FORMFORM

Instructions for UseInstructions for Use

7 POINT RATING SCALE

Completely 7 Child shows functioning expected for his or her age in all or almost All everyday situations that are part of the child’s life. Functioning is considered appropriate for his or her age. No one has any concerns about the child’s functioning in this outcome area.

6 Between Completely and Somewhat. Child’s functioning is considered appropriate for his or her age but there are some concerns about the child’s functioning in this outcome area.

Somewhat 5 Child shows functioning expected for his or her age some of the time and/or in some situations. Child’s functioning is a mix of age appropriate and not appropriate functioning. Functioning might be described as like that of a slightly younger child.

4 Between Somewhat and Emerging

Emerging 3 Child does not yet show functioning expected of a child of his or her age in any situation. Child’s behavior and skills include immediate foundational skills upon which to build age appropriate functioning. Functioning might be described as like that of a younger child.

2 Between Emerging and Not Yet

Not Yet 1 Child does not yet show functioning expected of a child his or her age in any situation. Child’s skills and behaviors also do not yet include any immediate foundational skills upon which to build age appropriate functioning. Child’s functioning might be described as like that of a much younger child.

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 child’s functioning age-appropriate across all or almost all settings and situations?

Yes No Yes

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 child’s 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.

Yes No

Rating = 1 Rating = 5Rating =4 Rating = 2 Rating = 3 Rating = 6 Rating = 7

The Early Childhood Outcomes Center Revised 5-10-06

CHI LD OUTCOMES SUMMARY FORM

I . Child I nformation Name: _______________________________________________________________

Date of Birth: _____ / ____ / _____ I D: ___________________________________

I I . I ntervention Period: Rating Date: _____ /_____/ _____

I I I . Rating Summary: Outcome 1: ________

Outcome 2: ________

Outcome 3: ________ I V. Primary Assessment ________________________

V. Sources of I nformation Observations ____ I nterviews ____ Classroom Data ____ Anecdotal Notes ____

VI . Persons involved in completing the form:

Name Role

Family information on child’s functioning (check all that apply): ____ Received in team meeting ____ Collected separately ____ I ncorporated into assessment(s) ____ Not included

1. POSITIVE SOCIAL-EMOTIONAL SKILLS (INCLUDING SOCIAL RELATIONSHIPS)To answer the questions below, think about the child’s 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 Yet Emerging Somewhat Completely

1 2 3 4 5 6 7 Supporting evidence for answer to Question 1a

Source of Information Date Summary of Relevant Results

1b. (If Question 1a has been answered previously): Has the child shown any new skills or behaviors. (Circle one number)

Yes 1→ Describe progress:

No 2

Source of Information

Date Summary of Relevant Results

Candace’s mom 4/12/06 Mom 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.

Candace’s child care provider

4/5/06 Child 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 monthsSelf-Help: Dressing – 15-18 monthsSelf-Help: Grooming – 18-21 monthsSelf-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 InformationSources of Information

Entering InformationEntering Informationon eSchool Pluson eSchool Plus

eSchool PluseSchool Plus

Districts are responsible for entering Districts are responsible for entering information on eSchool Plus information on eSchool Plus

After initial assessment is completedAfter initial assessment is completed At end of school yearAt end of school year

Questions, Comments?Questions, Comments?jlesko@doe.k12.de.us vthompson@doe.k12.de .us

www.doe.k12.de.us/early_childhood/programs/gseg/buildingblocks

Building BLOCKS Web Site