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The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
The early learning accomplishment profile (e lap) l. comley
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The early learning accomplishment profile (e lap) l. comley

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  • 1. The Early LearningThe Early LearningAccomplishment Profile (EAccomplishment Profile (E--LAP)LAP)Presented by:Presented by:Linda Comley, Early Childhood Specialist Berea RTCLinda Comley, Early Childhood Specialist Berea RTC116 Jane Street116 Jane StreetPO Box 159PO Box 159Berea, KY. 40403Berea, KY. 4040311--800800--343343--29592959Linda.comlely@berea.kyschools.usLinda.comlely@berea.kyschools.usDeveloped by Tiffany Stevens, IECE/ EKU Student &Developed by Tiffany Stevens, IECE/ EKU Student &Linda Comley, Berea RTCLinda Comley, Berea RTC
  • 2. Session ObjectivesSession ObjectivesParticipants will develop:Participants will develop:oo an understanding of Kentuckyan understanding of Kentucky’’ssContinuous Assessment System for earlyContinuous Assessment System for earlychildhood.childhood.oo an understanding of the Early Learningan understanding of the Early LearningAccomplishment Profile (EAccomplishment Profile (E--LAP).LAP).oo skills necessary to administer, score andskills necessary to administer, score anduse the data obtained for educationaluse the data obtained for educationalpurposes.purposes.
  • 3. What is ContinuousWhat is ContinuousAssessment?Assessment?A Continuous Assessment System, asA Continuous Assessment System, asdefined by the Kentucky Department ofdefined by the Kentucky Department ofEducation (March, 2004) has theEducation (March, 2004) has thefollowing features:following features:Includes both formal and informal assessmentsIncludes both formal and informal assessmentsthat are conducted on a regular basis,that are conducted on a regular basis,Is integrated with instruction at various times,Is integrated with instruction at various times,Improves learning and helps guide and directImproves learning and helps guide and directthe teachingthe teaching--learning process,learning process,Should inform every aspect of instruction andShould inform every aspect of instruction andcurriculum.curriculum.
  • 4. ►► Building a Strong Foundation for School Success:Building a Strong Foundation for School Success:KentuckyKentucky’’s Early Childhood Standardss Early Childhood Standards►► Building a Strong Foundation for School Success:Building a Strong Foundation for School Success:KentuckyKentucky’’s Continuous Assessment Guides Continuous Assessment Guide►► Building a Strong Foundation for School Success:Building a Strong Foundation for School Success:KentuckyKentucky’’s Early Childhood Quality Selfs Early Childhood Quality Self--Study forStudy forCenter Based Programs,Center Based Programs,Birth to FiveBirth to Five
  • 5. Continuous Assessment SystemContinuous Assessment SystemChildren withSuspectedDisabilitiesChildren withDiagnosedDisabilitiesStep 1: Screening•Emotional/Social•Self Help/Adaptive•Cognitive•Motor•LanguageStep 3: Classroom/Instructional•Set goals•Develop strategies•Implement•Collect information•Review progress•Make referralsAll ChildrenStep 2: Diagnostic•Health•Developmental•Sensory and/or•BehavioralStep 2-A:ARC/IFSP MeetingsStep 2-B:Develop and ImplementIEP/IFSPIDEALegend:ARC: Admissions & Release CommitteeIEP: Individualized Education ProgramIFSP: Individualized Family Service Plan
  • 6. DefinitionDefinition►► Classroom/instructional assessment is the ongoingClassroom/instructional assessment is the ongoingprocess of gathering information about childrenprocess of gathering information about children’’sscurrent capabilities (knowledge, skills, behavior,current capabilities (knowledge, skills, behavior,attitudes) then organizing and interpreting thatattitudes) then organizing and interpreting thatinformation.information.►► Meaningful assessment involves looking atMeaningful assessment involves looking atinformation from multiple sources gathered overinformation from multiple sources gathered overtime before drawing conclusions about a youngtime before drawing conclusions about a youngchildchild’’s development and learning.s development and learning.
  • 7. Why Assess?Why Assess?The Responsibility to AssessThe Responsibility to AssessFrom the joint position statement of NAEYC and the National AssoFrom the joint position statement of NAEYC and the National Association ofciation ofEarly Childhood Specialists in State Departments of Education:Early Childhood Specialists in State Departments of Education:Policymakers, the early childhood profession, and other stakehoPolicymakers, the early childhood profession, and other stakeholders in younglders in youngchildrenchildren’’s lives have a shared responsibility tos lives have a shared responsibility to …… make ethical, appropriate,make ethical, appropriate,valid, and reliable assessment a central part of all early childvalid, and reliable assessment a central part of all early childhood programs.hood programs.To assess young childrenTo assess young children’’s strengths, progress, and needs , use assessments strengths, progress, and needs , use assessmentmethods that are developmentally appropriate, culturally and linmethods that are developmentally appropriate, culturally and linguisticallyguisticallyresponsive, tied to childrenresponsive, tied to children’’s daily activities, supported by professionals daily activities, supported by professionaldevelopment, inclusive of families, and connected to specific, bdevelopment, inclusive of families, and connected to specific, beneficialeneficialpurposes: (1) making sound decisions about teaching and learningpurposes: (1) making sound decisions about teaching and learning, (2), (2)identifying significant concerns that may require focused intervidentifying significant concerns that may require focused intervention forention forindividual children, and (3) helping programs improve their eduindividual children, and (3) helping programs improve their educational andcational anddevelopmental interventions.developmental interventions.►► (NAEYC & NAECS/SDE 2003,1)(NAEYC & NAECS/SDE 2003,1)
  • 8. Why Assess?Why Assess?►►To monitor childrenTo monitor children’’s development ands development andlearninglearning►►To guide our planning and decision makingTo guide our planning and decision making►►To identify children who might benefit fromTo identify children who might benefit fromspecial servicesspecial services►►To report to and communicate with othersTo report to and communicate with others(families, other professionals, program(families, other professionals, programevaluation and accountability)evaluation and accountability)
  • 9. What is sound assessment?What is sound assessment?►►Sound or appropriate assessmentSound or appropriate assessmentinstruments are reliable, valid, free of bias,instruments are reliable, valid, free of bias,and suited to childrenand suited to children’’s developmentals developmentalcharacteristicscharacteristics
  • 10. Reliable assessments are:Reliable assessments are:►►Accurate and consistent.Accurate and consistent.►►Yield similar results upon additionalYield similar results upon additionaladministrations and across examinersadministrations and across examiners
  • 11. Valid Assessments:Valid Assessments:►►Measure what we want them to measureMeasure what we want them to measure►►Provide results that agree with otherProvide results that agree with otherinformation gathered in other ways aboutinformation gathered in other ways aboutthe same behaviorthe same behavior►►Sample enough behavior to represent theSample enough behavior to represent thewhole child or give a good picture of childwhole child or give a good picture of child’’ssabilityability
  • 12. Bias Free Assessments:Bias Free Assessments:►►Do not unfairly discriminate against a childDo not unfairly discriminate against a childor group of children on the basis of suchor group of children on the basis of suchfactors as gender, urban or rural residence,factors as gender, urban or rural residence,socioeconomic status, family structure,socioeconomic status, family structure,ethnic origin, culture, and language.ethnic origin, culture, and language.
  • 13. Assessments must beAssessments must bedevelopmentally appropriatedevelopmentally appropriate►►Take into account patterns of unevenTake into account patterns of unevendevelopmentdevelopment►►Limited language skillsLimited language skills►►Sensitivity to contextSensitivity to context►►Limited interest in being testedLimited interest in being tested►►Inability to meet the demands of certainInability to meet the demands of certaintypes of taskstypes of tasks
  • 14. How do we assess young childrenHow do we assess young children’’ssdevelopment?development?►►Performance assessmentPerformance assessment►►Authentic assessmentAuthentic assessment
  • 15. What should be assessed?What should be assessed?►►ChildChild’’s growth and developments growth and development►►Expected outcomes based upon curriculum,Expected outcomes based upon curriculum,teaching, standards, etc.teaching, standards, etc.
  • 16. When should assessment be done?When should assessment be done?►► Before children enter school or program (parentBefore children enter school or program (parentinformation, medical information, information frominformation, medical information, information fromprevious /programprevious /program►► DailyDaily--child observations/anecdotal noteschild observations/anecdotal notes►► Periodically:Periodically: initial & final assessmentsinitial & final assessments focusfocuson developmental domains, outcomes, etc.on developmental domains, outcomes, etc.interim assessmentinterim assessment can give you a reading oncan give you a reading onhow children are doing and whether changes needhow children are doing and whether changes needto occurto occur►► Before and after unit, theme or projectBefore and after unit, theme or project►► As needed to address a problem or concernAs needed to address a problem or concern
  • 17. Methods to Gather InformationMethods to Gather Information►► ObservationObservation►► Work ProductsWork Products►► Elicit a ResponseElicit a Response►► Annotated photographAnnotated photograph►► ChecklistChecklist►► Rating ScalesRating Scales►► Anecdotal RecordsAnecdotal Records►► InterviewsInterviews►► CriterionCriterion--Referenced AssessmentsReferenced Assessments
  • 18. IntroductionIntroduction►► This assessment is one that focuses on the developmentalThis assessment is one that focuses on the developmentallevel between birth and three years (36 months).level between birth and three years (36 months).►► The EThe E--LAP is a criterion referenced assessment used toLAP is a criterion referenced assessment used toassist teachers, parents, and clinicians in understandingassist teachers, parents, and clinicians in understandingindividual skill development.individual skill development.►► The results of this assessment can be used to get a pictureThe results of this assessment can be used to get a pictureof a childof a child’’s developmental progress so individualizeds developmental progress so individualizedactivities can be planned and used for the child.activities can be planned and used for the child.►► It can be used at specific checkpoints or as on an goingIt can be used at specific checkpoints or as on an goingassessment throughout the year.assessment throughout the year.►► The EThe E--LAP can be used with any infant or toddler includingLAP can be used with any infant or toddler includingchildren with disabilities.children with disabilities.
  • 19. Developmental Areas AssessedDevelopmental Areas Assessed►►Gross MotorGross Motor►►Fine MotorFine Motor►►CognitiveCognitive►►LanguageLanguage►►Self HelpSelf Help►►Social/EmotionalSocial/Emotional
  • 20. How to Calculate Chronological AgeHow to Calculate Chronological AgeYearYear MonthMonth DayDayDate ofDate ofTestingTesting20042004 10 910 9 01 3101 31Date of BirthDate of Birth 20022002 99 1515ChronologicalChronologicalAgeAge2 *2 * 0 **0 ** 1616Age in MonthsAge in Months******2525***Number of years (*) X 12 + number of months (**). If number of days is 15or greater add one month. For example Chronological Age for this child is 2Years, 1 month or 25 months.
  • 21. How to Administer the EHow to Administer the E--LAPLAPDetermine starting points:Determine starting points:The starting point for each child is theirThe starting point for each child is theirchronological age in months. If there are nochronological age in months. If there are noitems at this age then the start point is theitems at this age then the start point is thefirst item in the developmental age rangefirst item in the developmental age rangeprior to the childprior to the child’’s chronological age.s chronological age.
  • 22. How to Administer the EHow to Administer the E--LAPLAPScoring Procedure:Scoring Procedure:If the child meets the criteria for an itemIf the child meets the criteria for an itemrecord a (+ ) in the scoring section of therecord a (+ ) in the scoring section of thescoring book. If the child doe notscoring book. If the child doe notdemonstrate the skill a (demonstrate the skill a (–– ) is recorded .) is recorded .
  • 23. How to Administer the EHow to Administer the E--LAPLAPBasal and Ceiling Criteria:Basal and Ceiling Criteria:Basal: 8 consecutive items successfully completedBasal: 8 consecutive items successfully completedCeiling: 3 errors out of 5 consecutive itemsCeiling: 3 errors out of 5 consecutive itemsRefusals are recorded as (Refusals are recorded as (--) and refused written) and refused writtenin the comments column.in the comments column.
  • 24. How to Administer the EHow to Administer the E--LAPLAPComputing raw scores:Computing raw scores:1. All items prior to the basal are counted as1. All items prior to the basal are counted ascorrect.correct.2. After the ceiling item is obtained write the2. After the ceiling item is obtained write thewrite the number of the ceiling item at thewrite the number of the ceiling item at thebottom of the where statedbottom of the where stated ““Number ofNumber ofthe last item of the ceiling.the last item of the ceiling.””3. Count the number of errors between the basal3. Count the number of errors between the basaland the ceiling. Record this number where statedand the ceiling. Record this number where stated““Subtract (minuses between basal/ceiling).Subtract (minuses between basal/ceiling).””4. Subtract as indicated this number becomes the4. Subtract as indicated this number becomes theraw score for that domain.raw score for that domain.
  • 25. How to administer the EHow to administer the E--LAPLAPDetermining the Approximate DevelopmentalDetermining the Approximate DevelopmentalAge:Age:Using the raw score for a developmentalUsing the raw score for a developmentaldomain, find the corresponding itemdomain, find the corresponding itemnumber in that domain. The age rangenumber in that domain. The age rangewhere this number is located is thewhere this number is located is theApproximate Developmental Age.Approximate Developmental Age.
  • 26. Practice Administering the EPractice Administering the E--LAPLAP
  • 27. How to use the test results?How to use the test results?
  • 28. EvaluationEvaluationHow would you rate meon a scale of wonderful tomarvelous?

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