1. Fitting a Circle into a Square Space: Finding Alignment between Assessment Measures, State Guidelines and Outcomes

2. Overarching Principles Assess and monitor what we are supposed to be targeting for instruction to determine if the instruction is effective Assessment measures need to provide information that is informative - for instruction purposes Assessment information needs to allow for an examination of growth (or lack of) The assessment process needs to be authentic The assessment instruments need to lend themselves to acquiring information through an observational – performance based process The measures have to be linked to the state’s early learning guidelines for infant-toddlers and preschool children.

3. Fitting a Circle Into A Square Space Step One Examine Guidelines Step Two Align Guidelines To Outcomes Step Three Align Outcomes To Assessment Measure

5. Language and Literacy Development L 1 Communicate so that they will be understood by peers and adults L 2 When speaking, show an attempt to use volume appropriate to the situation L 3 Communicate using multiple word phrases to respond to questions, describe ideas, and express feelings, needs and wants L 4 Use language to enter into a play situation L 5 Engage in conversation by making statements or asking questions L 6 Make up and/or retell stories and describe experiences L 7 Respond to their names, requests for action or information L 8 Demonstrate understanding of messages in conversation by listening and responding appropriately L 9Show interest in playing with language L 10 Begin to develop familiarity with listening to, identifying, recognizing, and discriminating sounds in words L 11 Follow two or three-step directions L 12Show an interest in books and/or engage in reading related activities L 13Listen with interest to a story L 14 Hold a book upright, turn pages from the front of the book to the back, and scan pages L 15 Recognize common sounds at the beginning of words L 16 Show increasing awareness of print, familiar signs, and labels L 17 Use scribbles, symbols, or drawings to express experiences through pictures, dictation, and play L 18 Experiment with a variety of writing tools and materials L 19 Begin to recognize, name, or identify some letters of the alphabet L 20Recognize their first name in print written with the first letter in upper-case letter, followed by lower case letters L 21 Become aware that there are differences in upper and lower case letters L 22 Begin to write the letters of their first name L 23 Begin to answer questions related to a story that has been read or told to him/her

6. Horizontal Alignment Infant/Toddler Language Social/Emotional Motor Discovery Preschool Language Literacy Emotional Social Physical Health And Development MathematicsScience Approaches to Learning Creative Arts

7. Alignment to the Outcomes

8. Outcome 1 Children will have positive social-emotional Relationships (including Social relationships) Outcome 2 Children acquire and use knowledge and skills (including early language/ communication and early literacy) Outcome 3 Children use appropriate behavior to meet their needs Infant Toddler Framework Early Learning Foundations

9. Outcome 1Outcome 2Outcome 3 Acknowledge others through eye contact, vocalizations, facial or body movements. X Communicate wants and needs through cries, gestures, word approximations, signs and/or X physical movements. Demonstrate understanding of familiar words X Follow one directions in play X Demonstrate understanding of "no" by stopping what he is doing some of the time X Point to body parts X Touch or identify pictures in a book when asked X Become an active reading partner by listening to books for a short period of time XX Find familiar items not in sightX Use animal and other familiar sounds in playX Use physical movements and gestures to express wants and needs X Use simple sounds to express thoughts, wants and needsX Use the same "words" consistently to express wants, needs and thoughts XX Communicates by verbal and non-verbal means in order to be understood by most listeners X

10. Early Learning Foundations Language Development Outcome 1 Social Relationships Outcome 2 Acquire skills Outcome 3 Take Action L 1 Communicate so that they will be understood by peers and adults *** L 2 When speaking, show an attempt to use volume appropriate to the situation ** L 3 Communicate using multiple word phrases to respond to questions, describe ideas, and express feelings, needs and wants *** L 4 Use language to enter into a play situation ** L 5 Engage in conversation by making statements or asking questions ** L 6 Make up and/or retell stories and describe experiences * L 7 Respond to their names, requests for action or information ** L 8 Demonstrate understanding of messages in conversation by listening and responding appropriately ** L 9Show interest in playing with language * L 10 Begin to develop familiarity with listening to, identifying, recognizing, and discriminating sounds in words * L 11 Follow two or three-step directions **

11. Infant Toddler Framework Baby may… Turn head toward a voice to search for the speaker Respond with facial and or body movements Communicate with facial and or body movements Communicate interest or excitement through facial /body movement to bottle/breast/spoon/diaper changing Cry to communicate needs Coo, babble, and laugh to self and others Demonstrate enjoyment through facial/body movements to the sounds of words in books Demonstrate enjoyment through facial/body movements to songs and music Early Learning Foundations Language L 1Communicate so that they will be understood by peers and adults L 2When speaking, show an attempt to use volume appropriate to the situation L 3Communicate using multiple word phrases to respond to questions, describe ideas, and express feelings, needs and wants L 4 Use language to enter into a play situation L 5Engage in conversation by making statements or asking questions L 7Respond to their names, requests for action or information L 8Demonstrate understanding of messages in conversation by listening and responding appropriately L 11Follow two or three-step directions L 13Listen with interest to a story L 23Begin to answer questions related to a story that has been read or told to him/her Outcome One: Children have Positive Social Relationships LANGUAGE DEVELOPMENT

13. Outcome 1Children have positive social-emotional skills (including social relationships) Baby may…..0-9 months Acknowledge and/or respond to others through eye contact, vocalizations, facial or body movements or assistive technology Demonstrate a preference for interactions with familiar adults in some observable way Initiate interactions with caregivers Respond to own name (smiles, eye contact, turns head) Express a range of emotions (happy, sad) Participate in some form of reciprocal play Toddler 1 may…10-18 months 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 side by side with others Toddler 2 may….19-35 months Acknowledge others through increasing vocalizations, facial or body movements or assistive technology Seek praise from familiar adults Assert independence Demonstrate self control Recognize and react to others feelings Form attachments to one or two children Interact with others through reciprocity

14. Preschool child may…36-60 months Successfully enter a play situation with peers Express feelings, needs, and opinions without harming themselves, others, or property Begin to use compromise, negotiation, and discussion in working, playing and resolving conflicts with peers Accept guidance and directions from a range of familiar adults Develop friendships with children Express empathy and care for others Begin to demonstrate positive social skills, i.e., please, thank you, etc. Treat others with respect Demonstrate reasonable caution in unfamiliar and/or potentially dangerous situations Engage in a variety of pretend play activities Begin to identify own gender, name and age Outcome 1 Children have positive social-emotional skills (including social relationships)

15. Outcome 2Children acquire and use knowledge and skills (including early language/communication and early literacy) Baby may…..0-9 months Demonstrate enjoyment through facial/body movements to the sounds of songs, music and/or words in books Use mouthing, grasping, and reaching to explore objects and materials in the environment Imitate actions and sounds of caregiver and peers Begin to look at own hand (s), toys, or objects while playing with them Transfer object from one hand to another Begin to scoot, roll, inchworm or crawl and/or pull-up on sturdy objects Toddler 1 may…10-18 months Follow a one-step direction Demonstrate understanding of "no" by stopping what he is doing some of the time Touch or identify familiar items when asked (such as body parts) Use the same "words" consistently to express wants, needs and thoughts Anticipate and follow familiar routines Begin to hold crayon in palm of hand and make marks on paper Begin to dump and fill objects from containers Begin to stack a few large objects Participate in stories through identifying pictures, turning pages or listening for a short period of time

16. Toddler 2 may…19-35 months Initiate action to make things happen Use simple strategies to meet their own wants and needs Use utensils to feed self Begin to dress self Preschool Child may…36-60 months Make independent choices Begin to develop a plan for play Develop increasing independence in a range of activities, routines, and tasks Use positive behavior to solve problems Begin to show awareness and independence in hygiene, nutrition and personal care Build awareness and ability to follow basic health and safety rules Outcome 3 Children use appropriate behaviors to meet their needs

17. Alignment to the Measures

18. Survey of Program Measures –PLS-3 or 4 (14 programs/districts) –Battelle Developmental Inventory (9 districts/programs) –WIPPS (9 programs/districts) –Goldman-Fristoe (9 districts/programs) –DIAL3 (5 programs/districts) –Differential Ability Scale (5 programs/districts) –Stanford-Binet (4 programs/districts) –WISC-R (4 programs/districts) –Bracken Basic Concepts Scales (4 programs/districts) –AGS Screener (4 districts/programs) –Bayley II (3 programs/districts) –ELAP (3 programs/districts) –Informal/curriculum-based assessments (3 programs/districts) –Vineland Adaptive Behaviors Scale (2 programs/districts) –Dibles (2 programs/districts) –LAP-R or LAP (2 programs/districts) –ADOS (Autism Diagnostic Assessment System) (2 programs/districts) –Connors Behavior Scale (2 programs/districts) –Mullens Scale of Early Learning (2 programs/districts) –(K-SEALS) Kaufman Survey of Early Academic and Language Skills Learning (2 programs/districts)

19. Alignment Process Identified a set of assessments that were common across programs Identified a group of master early education practitioners Established an alignment process – 2 practitioners independently go through each assessment and identify links between assessment items and early learning guideline “opportunities” Complete alignment analysis –Which assessments were assessing for opportunities contained in our guidelines

20. Early Childhood Outcomes Assessment Alignment Matrix Program:Assessment: Outcome 1: Children have positive social-emotional skills (including social relationships) (Children have positive social relationships) Baby may… 0-9 months Test Indicator #’sTest Indicator Item Statement Acknowledge and/or respond to others through eye contact, vocalizations, facial or body movements or assistive technology Demonstrate a preference for interactions with familiar adults in some observable way? Imitate actions & sounds of caregivers and peers Initiate interactions with caregivers Respond to own name (smiles, eye contact, turns head) Express a range of emotions (happy, sad) Participate in some form of reciprocal play Toddler 1 may… 10-18 months Interact with others through eye contact, vocalizations, facial or body movements or assistive technology

21. Children take Appropriate Action to Meet Their Needs Baby may…. Carolina Item #Item Statement 0-9 months Communicate interest or excitement through facial/body movement Realize ability to make things happen (e.g. hits or kicks mobile and makes it move) Express a variety of emotions and feelings to communicate basic needs Learn to comfort self

22. Ounce Crosswalk with Delaware Learning Opportunities Baby may…..0-9 months ABAS Item #s Make things happen (e.g. hits or kicks mobile and makes it move)5B,11C Communicate basic needs10B Learn to comfort self2B,8B Entertain self for short periods of time11B,11C Control body movements6A, 12A Reach for and hold objects6B,12A,12F

23. ECO Crosswalk - Ounce

24. Carolina Curriculum Crosswalk With OSEP Child Outcomes

25. Delaware Crosswalk - Carolina Carolina Curriculum PreschoolDelaware Early Learning Standards PERSONAL SOCIALEmotional and Social Development 1. Self Regulation and Responsibility a. Avoids common dangersDemonstrate appropriate caution in unfamiliar and/or potentially and/or potentially dangerous situations b. Plays comfortably in a small group of childrenBegin to demonstrate the ability to give & take during peer interactions by helping, sharing, discussing c. Knows what toys can and cannot do & uses them appropriatelyBegin to use materials purposefully, safely & respectfully d. Puts away toys neatly when asked (may not need a reminder) e. Follows rules given by adults for new activities or simple gamesFollows simple rules and routines f. Adapts readily to change in routinesFollows simple rules and routines g. Answers questions related to safety h. Shows care in handling small animals or breakable objectsBegin to use materials purposefully, safely & respectfully i. Performs simple chores (may have to be reminded orBe a helpful member in a group or household through sharing tasks or chores supervised)

26. COGNITIONDelaware Early Learning Foundations 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. hand and when toy is transferred to the other hand, out of sight) b. Recognizes the covers of several books and labels them c. Recognizes familiar signsShow increasing awareness of print, familiar signs, and labels d. Identifies (points to) object or picture shown briefly and shownIT Show increased short and long term memory and increased attention again in an array of three. e. Identifies (points to) object or picture shown briefly and shownIT Show increased short and long term memory and increased attention again in an array of four f. Tells the name of an object or picture shown briefly to a groupIT Show increased short and long term memory and increased attention of two and then hidden g. Remembers incidental informationIT Show increased short and long term memory and increased attention h. Names one of several (4 or more) objects or pictures shown (orIT Show increased short and long term memory and increased attention objects felt), named and then hidden i. After observing three objects being placed under separate covers,IT Show increased short and long term memory and increased attention identifies the cover under which a matching object is hidden j. Remembers and names which one of three objects has beenIT Show increased short and long term memory and increased attention hidden

28. Alignment VinelandI/T (74%)1 – 89% 2 – 63% 3 – 69% Desired ResultsI/T (87%)1 – 94% 2 – 87% 3 – 81% Carolina InfantsI/T (78%)1 – 89% 2 – 70% 3 – 77%

29. Alignment Desired Results(Prek – 74%) 1 – 70% 2 – 75% 3 – 78% Carolina for Preschool (Prek – 65%) 1 – 80% 2 – 71% 3 – 44% Brigance (Prek – 53%) 1 – 50% 2 – 67% 3 – 44%

30. 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. h. Names one of several (4 or more) objects or pictures shown (or IT Show increased short and long term memory and increased attention Dramatic Play - While playing, put something in the refrigerator objects felt), named and then hidden then ask, "Where did I put the ----?" i. After observing three objects being placed under separate covers, IT Show increased short and long term memory and increased attention PLAY - While playing in the sand with a few toys, show the child identifies the cover under which a matching object is hidden one toy, hide it in the sand, then ask, "Can you find the ---?" j. Remembers and names which one of three objects has been IT Show increased short and long term memory and increased attention PLAY - While playing in the blocks, put an animal or other toy in hidden a simple block structure. Ask the child the label the toy, then hide it. Ask the child, "What's missing?"

31. Group Task Choose an assessment instrument Choose an age group/range Take the Matrix and begin the alignment process Complete one or two pages Discuss impressions/Ask Questions

32. Early Childhood Outcomes Assessment Alignment Matrix Program:Assessment: Outcome 1: Children have positive social-emotional skills (including social relationships) (Children have positive social relationships) Test Indicator #’sTest Indicator Item Statement

33. Jim J. Lesko, Ed.D. 302-735-4210 jlesko@doe.k12.de.us