1. Assessment for Child Monitoring and Program Planning: Creating Strong Links June 11, 2007JJ June 11, 2007 Lexington, KY First Steps Biannual PLE Meeting © Caroline Gooden, Kentucky Early Childhood System, 2007

2. Goals of this session To review pertinent regulations and recommended practices for assessment To explore four multi-domain assessment tools that can provide ongoing monitoring of children’s progress and report outcomes as required by Office of Special Education Programs (OSEP) To introduce KEDSonline June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

3. Questions/Thoughts This session will be focused and brief; Feel free to write your questions on post-it notes & attach them to Parking Lot posters on the wall; Q & A document will follow based on your questions. June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

4. We’re Glad You Are Here Please indicate if you are: Primary Level Evaluator Point of Entry staff Technical Assistance Team member Primary Service Coordinator Regional Training Center staff Central Office staff First Steps Assessors June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

5. The Agenda for Today Introduction to assessment practices Individual sessions for: – Assessment, Evaluation, and Programming System®-Ballroom C – Carolina Curriculum for Infants and Toddlers with Special Needs- – Early Learning Accomplishment Profile- – Hawaii Early Learning Profile-Ballroom A June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

6. Evaluation Practices (635 of IDEA, 911 KAR 2:130) Differentiated from Assessment To determine eligibility as outlined in 635 of IDEA Describes norm-referenced, standardized instruments consistent with 911 KAR 2:130 June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

7. Assessment Practices (911 KAR 2:130) Occur after evaluation for eligibility Include progress monitoring, IFSP & curriculum planning Criterion-referenced and curriculum-based tools recommended Multi-modal, multi source data On-going data collection June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

8. Linked System Approach Collecting Information Observations Direct Tests Report Summarizing Information Child Outcomes Family Outcomes Monitoring Weekly Quarterly Annual AssessmentIFSPs Intervention Curricular Approach Activity-Based Intervention Evaluation Slide courtesy of Jennifer Grisham-Brown June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

9. Purposes of Assessment 1.To identify child status and individual strengths and needs of children across domains 2.To inform intervention and instructional planning (IFSP, therapies, curriculum) 3.To inform families & all team members of child’s overall developmental status 4.To inform progress monitoring for reporting child progress to OSEP June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

10. OSEP’s 3 Child Outcomes 1.Positive social-emotional skills (including social relationships) 2.Acquisition and use of knowledge and skills (including early language, communication, early literacy) 3.Use of appropriate behaviors to meet their needs OSEP does not want norm-referenced tests to be used to measure these outcomes… June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

11. Recommended Assessment Tools for children with disabilities – Assessment Evaluation Programming System® – Carolina Curriculum for Infants and Toddlers with Special Needs – Early Learning Accomplishment Profile – Hawaii Early Learning Profile Summary matrices in folders June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

12. Advantages of Recommended Assessments Document strengths & needs across domains Yield comprehensive & useful information for all team members Yield reliable & valid information that connects to learning outcomes & families’ goals Provide opportunity to gain input and information from multiple sources/disciplines June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

13. Recommended Assessment Practices Gather information from multiple sources (families & other practitioners) Address concerns across disciplines Consider family goals & cultural preferences Use results to continually monitor child progress & modify intervention June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

14. Recommended Assessment Practices Connect to Kentucky Early Childhood Standards Recognize & record the impact of deficits within each developmental domain on child status as a continuously occurring process Gather & record holistic information on child through on-going communication among team members June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

15. Key Concepts to Success On-going communication and consultation between team members on child progress Continuous recording of skill mastery across domains (on assessment protocols) Analysis of field notes, observations, & direct assessment to gather evidence for decision making June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

16. AEPS (Assessment, Evaluation, and Programming System)® 2nd Edition: Features Designed for assessing children with disabilities Long history of developmental field testing Protocol designed for observation and direct assessment in daily routines by family members & intervention personnel Recognizes emerging skills (scoring) Can calculate domain scores for comparisons over time June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

17. AEPS® Characteristics 6 domains (strands) include fine motor, gross motor, cognitive, adaptive, social-communication, social with 258 items Ages covered- 1 month to 3 years Assessment linked to curriculum Scoring- 0, 1, 2 (no, inconsistent, yes); and A (assistance) B (behavior interfered), D (direct test), M (modification), Q (quality of performance) or R (report) Methods for including families- Family Report with illustrations of many skills June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

18. AEPS®: Materials AEPS® Administration Guide (includes photo copiable data recording forms) AEPS® Test for Birth-Three & Three to Six, 2 nd Edition (in one volume) Child Observation Data Recording Forms AEPS® Curriculum for Birth-Three Family Report Child Progress Report June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

19. Carolina (Carolina Curriculum for Infants and Toddlers with Special Needs, 3 rd Ed): Features Designed for assessing children with disabilities Covers 5 domains: cognition, communication, personal-social, fine motor, gross motor with 499 items Skills sequenced within each domain with approximate age ranges for each; emphasis on functional skills; easy-to-follow format CCITSN for B-36 months; CCPSN (Preschool) for 24- 60 months; overlapping skills numbered the same Completed through on-going direct assessment, observation, and interview June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

20. Carolina Characteristics Scoring: +, +/-, -, or A (yes, inconsistent, no, or physical assistance) Developmental Progress chart to estimate developmental age & track progress Family involvement- family may mark own protocol or report information for assessment log June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

21. Carolina Materials The Carolina Curriculum for Infants and Toddlers with Special Needs, 3 rd Edition - one volume with 24 teaching sequences, assessment protocol, and administration information Assessment Log and Developmental Progress Chart June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

22. Early Learning Accomplishment Profile (E-LAP): Features Designed for assessing children with disabilities Uses traditional direct assessment methods Covers birth - 36 months Yields approximate developmental age that can be shown on a bar graph keyed to individual assessment items Includes attractive & engaging testing items Test kit materials can be purchased separately June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

23. E-LAP Characteristics Criterion-referenced Covers 6 domains: gross motor, fine motor, cognitive, language, self-help, and social- emotional using 264 items Families encouraged to be present; no specific family involvement materials June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

24. E-LAP Materials E-LAP Assessment Manual E-LAP Scoring Booklet Assessment & Observation Summary Sheets Assessment Kit (toys & materials) Early Learning Activity Cards June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

25. HELP®(Hawaii Early Learning Profile) Features Designed for assessing children with disabilities Comprehensive and detailed: 685 items 2 formats: HELP® Checklist, HELP® Strands (HELP® Chart shows visual organization of assessment) Regulatory/Sensory Organization recently added Items credited through observation, direct testing, or interview Activity Guide, HELP® at Home for families June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

26. HELP® Characteristics Item crediting: start/stop criteria, +, +/-, -, N/A, A (atypical), or circle (concern noted) Can yield approximate developmental age within each strand Frequency of protocol entry: on-going across disciplines Intended to promote communication across disciplines June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

27. HELP® Characteristics HELP® Checklist: items in each domain sequenced by age HELP® Strands: same items, sequentially grouped within 58 concepts Family Interview: open-ended questions for each strand Allowance for adaptations and intervening variables that may influence results June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

28. HELP® Materials Inside HELP® Administration and Reference Manual HELP® Strands recording forms HELP® Checklist recording forms HELP® Family Centered Interview HELP® Charts HELP® at Home HELP® Activity Guide June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

29. Data Collection with KEDS June 11, 2007JJ https://www.kedsonline.org/ © Caroline Gooden, Kentucky Early Childhood System, 2007

30. Data Collection in KEDS Two-step process to send in data: 1. Verify child’s CBIS demographic data 2. Enter child assessment data June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

31. Step 1: Verify CBIS data June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

32. Step 2: Enter assessment data 1) For paper protocols: Record results on publisher’s paper protocol during on-going assessment Prior to IFSP, tally results; enter in an excel spread sheet; upload to KEDS June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

33. Sample Excel spread sheet June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

34. Step 2 for online systems 2) For online systems: Enter results during on-going assessment; tally results prior to IFSP; List Christopher Anderson, Technology Specialist, (andersoncf@uky.edu) as an administrator for your account;andersoncf@uky.edu Christopher will do the rest (upload data at IFSP time). June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007

35. More Information More details for each instrument will be reviewed in individual sessions. Thank you for your good work with children and families! June 11, 2007JJ© Caroline Gooden, Kentucky Early Childhood System, 2007