CHAPTER 1: An Overview of Assessment in Early Childhood Assessment in Early Childhood Education Fifth Edition Sue C. Wortham

Chapter Objectives 1. Understand the purposes of assessment in early childhood 2. Understand different meanings of the term assessment 3. Understand the history of tests and measurement in early childhood 4. Develop an awareness of issues in testing young children

“Assessment is the process of gathering information about children from several forms of evidence, then organizing and interpreting that information.”

Assessment Concerns In Early Childhood Developmental change in young children is rapid a need to assess whether development is progressing normally Assessment methods must be matched with the level of mental, social, and physical development at each stage

Appropriate Assessment Purpose 1: Assessing to promote children’s learning and development Purpose 2: Identifying children for health and social services Purpose 3: Monitoring trends and evaluating programs and services Purpose 4: Assessing academic achievement to hold individual students, teachers, and schools accountable

Standardized Testing Public schools expanded to offer 12 years of education Tests grew out of the need to sort, select, or make decisions about both children and adults Objective tests were developed to determine the level and pace of instruction; and the grouping of students without regard for socioeconomic class In the twentieth century Americans, educators, welcomed the opportunity to use precise measurements to evaluate learning. The work of American psychologists made testing a science. Terman at Stanford University: Stanford–Binet Intelligence Scale Edward Thorndike designed measures to evaluate achievement in reading, mathematics, spelling, and language ability. After World War II: the demand for dependable and technically refined tests grew and, testing became more centralized which improved the quality of tests and the establishment of standards for test design giant corporations grew that could assemble the resources to develop, publish, score, and report the test results The need for measurement strategies and tests to evaluate federal programs led to the improvement of existing tests and the development of new tests to accurately evaluate program success and individual child progress.

Basic Concepts Testing versus Assessment Assessment to measure progress (pre and post) to evaluate program Assessment for determining strengths and weaknesses - academic - behavioral

Describing people with differences Labeling - used to identify people who differ from the accepted norm. Disability- a loss of physical, academic, or social functioning that interferes with typical growth and development. Handicap- a limitation imposed on the individual by environmental demands; an ability to adapt or adjust to these demands. Exceptional - an individual who substantially deviates, either higher or lower, from the norm

Why are labels still used? To distinguish those who are eligible for services from those who are not. Funding may be dependant upon the number and types of individuals who are deemed eligible. Labels help professionals communicate

Special Education - Specially designed instruction no cost to parents meets the unique needs of a child with a disability

Related Services Transportation Interpretation services Psychological services Physical and occupational therapy Speech-language pathology services Chapter 1: Key Concepts for Understanding Special Education

Supplementary Aids and Services provided in regular education classes or other settings word prediction software Preferential seating Paraprofessional

Disability Litigation Begins Extended the right to special education to children of all disabilities 1972 Mills v. District of Columbia Tests used for eligibility for special education must be non-discriminatory; class placement parallel to “Diana” for African American – only in Ca. Larry P. v. Riles Guaranteed special education for children with mental retardation PARC (Pa Association for Retarded Citizens) no segregation by race - (education - a right and not a privilege) class placement – students tested in primary language 1954 1970 Brown v. Board of Education Diana v. State Board of Education Importance Date Case

Federal Special Education Laws 1975 – Education for All Handicapped Children Act (EAHCA) amended as P.L. 94-142 Chapter 1: Key Concepts for Understanding Special Education

Refinements to the Law 1986 - Services to infants and young children 1990 – Name changes to Individuals with Disabilities Education Act (IDEA) Autism and Traumatic Brain Injury added 1997 – Additions Discipline of students with disabilities Parent participation expanded Assessment of all students with disabilities 2004 – Name changes to Individuals with Disabilities Education Improvement Act Conflict resolution strategies included Evidence-based practices for instruction required Chapter 1: Key Concepts for Understanding Special Education

Accomplishments and Disappointments Development of inclusive practices Overrepresentation of some ethnic groups Chapter 1: Key Concepts for Understanding Special Education

Initial referrals for evaluation may be made by the parent or by the school. parents must give informed consent to evaluations. Evaluations must take place within 60 days or within the timeframe established by the state.

Who Receives Special Education? Visual impairment Traumatic brain injury Other health impairments Specific learning disability Speech or language impairment Orthopedic impairment Multiple disabilities Mental retardation Hearing impaired Emotional disturbance Developmental delay (3-9) Deaf-blindness Autism

Traditional Assessment Model General Education Classroom Instruction Student Not Progressing As Expected Student Referred to Multidisciplinary Team Team Completes Assessment Team Meeting Determines Student Found Eligible for Services

Difficulties With Traditional Assessment Practices Lack of Prereferral Interventions Lack of Integrity of Prereferral Interventions Bias in Referral Process Lack of Consistency in Eligibility Decisions

Contemporary Assessment Model General Classroom Instruction with Frequent Measurements And Statewide Assessments Student Not Making Progress General Education Teacher Assesses Skill/Task Using Frequent Measurements, Probes, Error Analysis of Student Products and Performance Interventions Implemented by Classroom Teacher

Interventions Not Successful General Classroom Teacher Meets with Problem-Solving Team Team Members Analyze Data and Generate Hypotheses Teacher and Team Design Additional Interventions Interventions Implemented and Monitored for Integrity Teacher Takes Frequent Measurements and/or Observations Student Continues to Have Difficulty with Academic Progress and/or Behavior Interventions Successful Student Continues in General Classroom

Team Meets to Analyze Data Team Determines if Additional Assessment is Needed or Additional Interventions Additional Interventions Implemented and Monitored for Integrity Team Designs Assessment Plan Interventions Successful Student Remains in General Classroom Student Receives Comprehensive Evaluation

Team Meets to Determine Student’s Needs Student Receives Accommodations for Educational and/or Behavioral Needs Interventions Monitored for Success Student Found Eligible for Special Education Support Receives Services in General Education Classroom or Special Education Setting Interventions Monitored for Success

Core Principles of IDEA Zero Reject (Zero exclusion principle) Free Appropriate Public Education Least Restrictive Environment Nondiscriminatory Evaluation Parent and Family Rights to Confidentiality Procedural Safeguards Chapter 1: Key Concepts for Understanding Special Education

Major provisions of IDEA The Individualized Education Program (IEP) The team responsible for developing the IEP include: the student’s parents special education teacher, general education teacher representative of the local education agency. The IEP team must also include a person who can interpret the instructional implications of evaluation results.

Required Components of the IEP Present levels of performance Annual goals and short term objectives Special education and related services Supplementary aids and services Assistive technology Participation with nondisabled peers Participation in state/district testing

Additional IEP Components Dates and locations of service Placement decision Transition services needed at age 16 How progress will be measured and reported to parents

The Continuum of Placements for Least Restrictive Environment General Education Resource Class Separate Class Separate School Residential Facility Home or Hospital

Major provisions of IDEA Nondiscriminatory and Multidisciplinary Assessment Testing students in their native or primary language. Using valid tests and evaluation procedures prevent cultural or racial discrimination. Utilizing several pieces of information. “Copyright© Allyn & Bacon 2006”

Major provisions of IDEA Parent and Family Rights to Confidentiality & Procedural Safeguards Informed Consent for testing and placement. Participate on the committee. To inspect and review educational records. To request a copy.

PL 99-457 Early Childhood Set forth the guidelines for services for infants and toddlers. Many of these guidelines were incorporated into the 1997 Amendments of IDEA. Family provides direction for the assessment plan. Individual Family Service Plan must be designed for each infant or toddler. Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Terry Overton Assessing Learners with Special Needs, 5e

Individuals with Disabilities Education Improvement Act 2004 Highly Qualified Special Ed. Teachers in every core subject they teach May use response to intervention (RTI) as part of evaluation procedures Amendments can be made to an IEP for minor changes without a meeting

Section 504 of the Rehabilitation Act of 1973 Other Legislation Section 504 of the Rehabilitation Act of 1973 Civil rights for all people with disabilities Prohibits discrimination based on disability Americans with Disabilities Act of 1990 Extends protections to both public and private sectors, regardless of federal funding Chapter 1: Key Concepts for Understanding Special Education

How are Disagreements Resolved? Mediation Impartial professional meets with each party to try to resolve the dispute Due process hearing Formal procedure often resembling a trial Impartial hearing officer makes decision Decision may be appealed

Recommended Practices Inclusion - Universal Design for Learning - Evidence-based practices - Assistive Technology Positive Behavior Supports Collaboration Chapter 1: Key Concepts for Understanding Special Education

No Child Left Behind Act of 2001 PL 107-110 Reauthorization of the Elementary and Secondary Education Act All pupils will demonstrate proficiency in mathematics, reading and science Annual testing will show adequate yearly progress (AYP) Consequences for lack of AYP= parent may transfer their child to another school Highly qualified teachers and aides

Trends in the New Century Concerns about testing young children mandates for the increased testing that is standards-based will continue in spite of concerns of their relevance for young children

Continuing effort to advocate appropriate assessments Standardized tests and other measures used inappropriately to determine admission, promotion and retention of young children Fairness of existing tests to evaluate culturally and linguistically diverse children Early and appropriate assessment for children with disabilities

Concerns about testing young children with disabilities Assessments are based on multiple sources of information that will reflect the child’s capacities and competencies play-based assessment and structured tests are a part of an integrated approach

Authentic and Performance Assessment Rather than being narrowly defined as testing, assessment should link curriculum and instruction with program objectives for young children. Authentic and performance assessments are used that benefit the child, parents, and caregivers and teachers.

Authentic Assessments Allows the teacher to observe progress; have a connection to the real world emerge from the child’s accomplishments include the child’s natural interactions with materials or play activity