1 / 26

Delaware Building BLOCKS

Delaware Building BLOCKS. EARLY CHILDHOOD MONITORING – INSTRUCTION – ACCOUNTABILITY SYSTEM FOR YOUNG CHILDREN. School District Meetings September and October 2006 Jim Lesko and Verna Thompson. OFFICE OF SPECIAL EDUCATION PROGRAMS CHILD OUTCOMES. Outcome One

sanaa
Download Presentation

Delaware Building BLOCKS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Delaware Building BLOCKS EARLY CHILDHOOD MONITORING – INSTRUCTION – ACCOUNTABILITY SYSTEM FOR YOUNG CHILDREN School District Meetings September and October 2006 Jim Lesko and Verna Thompson

  2. OFFICE OF SPECIAL EDUCATION PROGRAMS CHILD OUTCOMES • Outcome One Children have positive social – emotional skills (including social relationships) • Outcome Two Children acquire and use knowledge and skills (including early language/ communication and early literacy) • Outcome Three Children use appropriate behaviors to meet their needs

  3. Information To Be Reported to OSEP: • % of children who maintained skills comparable to same-aged peers • % of children who made progress to attain skills comparable to same-aged peers • % of children who made sufficient progress to narrow the gap • % of children who made progress but did not narrow the gap • % of children who do did not make progress

  4. EARLY CHILDHOOD ASSESSMENT

  5. Guidelines for Authentic Assessment of Young Children Delaware teachers and therapists should: • Collect multi sources of information • Use Delaware approved primary assessment tools • Include families in the process • Link assessment to curriculum planning * These guidelines are based on NAEYC Position Statement on Assessing Children

  6. Sources of Information • Natural observations of ongoing child behavior in everyday settings and routines • Interviews with informed caregivers (teachers, caregivers, parents, teams) • Anecdotal Notes • Delaware approved assessment tools

  7. Delaware Approved Primary Assessments • Carolina Curriculum Infants and Toddlers • Carolina Curriculum Preschoolers • Creative Curriculum Developmental Continuum Infants, Toddlers and Two’s • Creative Curriculum Developmental Continuum for Preschoolers • California Desired Results ACCESS (Jan, 07) Exceptions: (1)Children identified as Preschool Speech Delayed (2)Children with severe and profound disabilities

  8. Approved Assessments for Children Identified as Preschool Speech Delayed Outcome One and Three • Adaptive Behavior Assessment System (ABAS) • Vineland II Adaptive Behavior Scales • Ages and Stages Questionnaires (ASQ) • Ages and Stages (ASQ) • Ages and Stages Social Emotional (ASQ-SE) • Child Development Inventory (CDI) Outcome Two • Appropriate assessment for articulation

  9. Assessing Children With Severe Disabilities Programs will be piloting these assessments: • Collier Azuza • Developmental Assessment for Students With Severe Disabilities (DASH)

  10. Children in the Child Outcomes System • Children three to five with IEPs Children withBirth 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 district When different assessment is used in new district, children need to be reassessed

  11. TIMELINE FOR ASSESSING CHILDREN

  12. Timeline for Assessing Children Assessment Administration • Children will be assessed at a minimum in the fall and in the spring • Children returning for a second year will only be assessed in the spring [the previous (first) spring assessment will be used as the fall benchmark]

  13. Beginning of the Year The team needs to: • Complete the initial assessment within 60 calendar days of beginning services • Rate the child’s initial level of performance Complete the Child Outcomes Summary Form Rate each child outcome using the 7 point scale • Enter information on eSchool Plus

  14. At the End of the School Year The Team needs to: • Complete the same assessment instrument that was used initially. By the end of school Reflect at least 6 months of intervention. • Document the child’s progress Complete a Child Outcomes Summary Form Use the 7 Point Rating Scale for each child outcome • Enter information online on the eSchool Plus • Place information in child’s file • Complete process at end of additional years

  15. CHILD SUMMARY FORM Instructions for Use

  16. Decision Tree for Summary Rating Discussions Does the child ever function in ways that would be considered age-appropriate with regard to this outcome? No (consider rating 1-3) Yes (consider rating 4-7) Does the child use any immediate foundational skills related to this outcome upon which to build age-appropriate functioning across settings and situations? Is the child’s functioning age-appropriate across all or almost all settings and situations? No Yes No Yes Does anyone have concerns about the child’s functioning with regard to the outcome area? To what extent is the child using age- appropriate skills across setting and situations? To what extent is the child using immediate foundational skills across settings, situations? Child rarely uses foundational skills across settings and situations Child uses foundational skills across settings and situations most or all of the time 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. Child rarely uses age-appropriate skills. There is much more behavior that is not age-appropriate than age-appropriate. Yes No Rating = 1 Rating = 2 Rating = 3 Rating = 6 Rating =4 Rating = 5 Rating = 7 The Early Childhood Outcomes Center Revised 5-10-06

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

  18. Sources of Information

  19. Entering Informationon eSchool Plus

  20. eSchool Plus Districts are responsible for entering information on eSchool Plus • After initial assessment is completed • At end of school year

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

  22. Building BLOCKS Web Site www.doe.k12.de.us/early_childhood/programs/gseg/buildingblocks

More Related