Delaware Alignment 619 Outcome System Jim J. Lesko, Ed.D. Delaware Department of Education

Instruction/Intervention Planning/Targets/AlignmentAssessment

Delaware Building Blocks Framework Ongoing Assessment Developmental Data Instructional Planning Instruction/Intervention

Delaware Building Blocks Alignment Framework Ongoing Assessment Developmental Data Instructional Planning Instruction/Intervention Early Learning Guidelines

Multiple Step Process Align Early Learning Guidelines with the 3 OSEP Outcomes Identified Dominant Measures in use in Delaware – then added a few other well known measures Assembled a group of Master Educators/Interventionists

“Master” group examined alignments of measurement tool items with the guidelines Measuring what one is Teaching “Master” group in pairs and independently identified alignment – or lack of “Master” pairs met and came to consensus on items

Examine the percentage of alignment of individual measures Piloted use of the measures with the highest level of alignment over a six month period Had assessors keep reflective logs, met periodically, surveyed Chose from the measures piloted and subsequently developed a list of state recommended measures

Aligning Child Outcome Measurement VinelandI/T (74%)1 – 89%PreK (54%)1 – 70% 2 – 63%2 – 25% 3 – 69%3 – 67% BriganceI/T (86%)1 – 84%PreK (53%)1 – 50% 2 – 83%2 – 67% 3 – 92%3 – 44% Desired ResultsI/T (87%)1 – 94%PreK (74%)1 – 70% 2 – 87%2 – 75% 3 – 81%3 – 78%

Early LAPI/T (76%)1 – 79% 2 – 73% 3 – 77% AEPSI/T (64%)1 – 63% 2 – 63% 3 – 65% OUNCEI/T (77%)1 – 74% 2 – 80% 3 – 77% Carolina InfantsI/T (78%)1 – 89% 2 – 70% 3 – 77%

ABASI/TPreK (83%)1 – 90% 2 – 60% 3 – 100% LAP -3 PreK (66%)1 – 70% 2 – 71% 3 – 56% Carolina PreschoolPreK (65%)1 – 80% 2 – 71% 3 – 44%

Work Sampling Alignment Preschool Child may….Test Indicator #Test Indicator months Communicate so that they will Language and Literacy - Speaking be understood by peers andIIB1Speaks clearly enough to be understood by most listeners. adults IIB1Speaks clearly enough to be understood without contextual clues. Communicate using multiple Language and Literacy - Speaking word phrasesIIB2Uses expanded vocabulary and language for a variety of purposes IIB2Uses expanded vocabulary and language for a variety of purposes Make independent choices Personal -Social Self concept within the limits set by adultsIA2Shows some self-direction. IA2Shows some self-direction. Begin to develop a plan for play Personal -Social - Self Concept and follow throughIC3Approaches play with purpose and inventiveness.

Aligning Child Outcome Measurement Baby may…..0-9 months Rec 2, Exp 2, 4, Int 1, 2, 9, 11, 12 Int 4, 6, 7, 8, 10Demonstrate a preference for interactions with familiar adults in some observable way Exp 5, Int 5Initiate interactions with caregivers Rec 3Respond to own name (smiles, eye contact, turns head) Exp 1, 3, Int 3Express a range of emotions (happy, sad) Play 1,3Participate in some form of reciprocal play Toddler 1 may…10-18 months Exp 6, 7, 8, 9, 10, 11, Per 5 Interact and/or communicate with others through eye contact, vocalizations, facial or body movements or assistive technology Demonstrate an awareness that their behavior results in a behavioral response in others Play 4Play side by side with others

Aligning Child Outcome Measurement COGNITIONDelaware Early Learning Foundations IDEAS FOR TEACHERS TO SCAFFOLD CHILD'S DEVELOPMENT 5. Attention and Memory: Visual/Spatial a. Points to hand that is hiding a toy (both when toy remains inIT Uncover a toy that has been hidden. HIDING GAMES - Hide a toy in the room, then give cues "Warm," hand and when toy is transferred to the other hand, out of sight) hot, "cold" to describe child's proximity to toy. WHAT IS MISSING - Show two toys, have child close eyes, remove b. Recognizes the covers of several books and labels them one toy, ask, "What is missing?" c. Recognizes familiar signsShow increasing awareness of print, familiar signs, and labels WORD WALK - Take a walk outside and read the signs (STOP, EXIT) ENVIRONMENTAL PRINT - Bring in familiar labels for child's favorite cereal, food… Make book of favorite things using labels. d. Identifies (points to) object or picture shown briefly and shown IT Show increased short and long term memory and increased attention MEMORY GAME - Play simple memory games using familiar objects again in an array of three first. Place two objects on a blanket, have child tell you what they are..Close eyes. Take one away. Ask, "What's missing?" e. Identifies (points to) object or picture shown briefly and shown IT Show increased short and long term memory and increased attentionGradually add more objects. For higher level, use pictures. again in an array of four MEMORY - Use pictures of objects familiar to child. Show the objects f. Tells the name of an object or picture shown briefly to a group IT Show increased short and long term memory and increased attention label the object. Have the child label the object. Then remove and ask of two and then hidden "What's missing?" g. Remembers incidental information IT Show increased short and long term memory and increased attention PLAY, REVIEW Engage child in conversation about what did during play immediately after playing.