Sammet, Moore & Wilson.2013.Measuring Positive Development of Youth in Context - The Design and Validation of an Embedded Assessment System for Out-of-School Time Programs
This document describes the creation and validation of the Desired Results Developmental Profile-School Age (DRDP-SA), a strengths-based assessment tool designed to measure the positive development of youth in before- and after-school programs in California. The DRDP-SA assesses development across six domains using embedded observations during program activities. An initial validation study with a representative sample of 705 youth found the tool had good technical properties, with one domain (physical development) needing further refinement. The DRDP-SA provides a unique approach for evaluating programs' impact on youth well-being compared to narrow testing approaches.
The document discusses Response to Intervention (RTI) models for identifying learning disabilities and providing early intervention for struggling students. It describes the shift from an IQ-achievement discrepancy model to an RTI model focused on monitoring student response to evidence-based interventions. The RTI model uses multiple tiers of instruction with increasing intensity. Teachers require skills in progress monitoring, assessment, evidence-based instruction, and designing and evaluating behavioral interventions. Issues discussed include over-identification of students for special education and the need for early intervention to prevent failure.
Dr. William Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
1) The study investigated relationships between leadership effectiveness, organizational culture, program focus (academic vs. behavioral), and job satisfaction in alternative schools.
2) Surveys of 388 staff members found that staff education levels and ethnicity related to perceptions of leadership effectiveness and school focus. Professional experience related to perceptions of culture.
3) Culture and leadership effectiveness were positively related. Leadership effectiveness, culture, and program focus were also related to higher job satisfaction.
Donald Ray Brown, Jr., PhD Dissertation Proposal Defense, Dr. William Allan K...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Donald Ray Brown, Jr., PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
RtI is a multi-tiered approach to providing interventions to struggling students with increasing intensity of support. It involves universal screening, progress monitoring, and using student data to make instructional decisions. All staff share responsibility for instruction. Students receive research-based interventions in three tiers - high quality classroom instruction (Tier 1), small group interventions (Tier 2), and intensive individualized support (Tier 3). The goal is to improve student achievement through early intervention and differentiated support.
Dr. Paul Watkins & Dr. Janet Moak - Published by NATIONAL FORUM JOURNALS, Dr. William Kritsonis, Editor-in-Chief, Houston, Texas - www.nationalforum.com
The early childhood medical home 3.15.2012liziaskson
This document discusses the important role pediatricians play in promoting school readiness and high quality early care and education. It covers topics like school readiness, early care and education, the medical home model, and the importance of cross-system collaboration. The document provides resources and strategies for pediatricians to promote healthy child development and school readiness with their patients.
Here are some suggestions for getting teachers excited about using data to benefit students:
- Emphasize how data can help teachers better understand student needs and strengths. Frame it as a way to personalize instruction and support students.
- Provide ongoing training and support so teachers feel comfortable analyzing and interpreting different types of data. Address any fears or concerns they may have.
- Celebrate successes when data shows teachers' efforts are making a positive difference for students. Recognize improvements in student achievement, engagement, etc.
- Encourage teachers to collaborate in analyzing data together. This can generate ideas for strategies and build enthusiasm as teachers learn from each other.
- Lead by example by sharing how you use data in your
This study examined the agreement between adolescents, their parents, and teachers when rating the psychological well-being of adolescents using the Strengths and Difficulties Questionnaire (SDQ). The study found fair agreement between adolescents and parents (r=0.44), fair agreement between adolescents and teachers (r=0.41), and good agreement between parents and teachers (r=0.70). The results indicate that while informants generally agree, there are also discrepancies, particularly between adolescents and other raters. The small sample size limits the generalizability of the findings.
The document discusses Response to Intervention (RTI) models for identifying learning disabilities and providing early intervention for struggling students. It describes the shift from an IQ-achievement discrepancy model to an RTI model focused on monitoring student response to evidence-based interventions. The RTI model uses multiple tiers of instruction with increasing intensity. Teachers require skills in progress monitoring, assessment, evidence-based instruction, and designing and evaluating behavioral interventions. Issues discussed include over-identification of students for special education and the need for early intervention to prevent failure.
Dr. William Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
1) The study investigated relationships between leadership effectiveness, organizational culture, program focus (academic vs. behavioral), and job satisfaction in alternative schools.
2) Surveys of 388 staff members found that staff education levels and ethnicity related to perceptions of leadership effectiveness and school focus. Professional experience related to perceptions of culture.
3) Culture and leadership effectiveness were positively related. Leadership effectiveness, culture, and program focus were also related to higher job satisfaction.
Donald Ray Brown, Jr., PhD Dissertation Proposal Defense, Dr. William Allan K...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Donald Ray Brown, Jr., PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
RtI is a multi-tiered approach to providing interventions to struggling students with increasing intensity of support. It involves universal screening, progress monitoring, and using student data to make instructional decisions. All staff share responsibility for instruction. Students receive research-based interventions in three tiers - high quality classroom instruction (Tier 1), small group interventions (Tier 2), and intensive individualized support (Tier 3). The goal is to improve student achievement through early intervention and differentiated support.
Dr. Paul Watkins & Dr. Janet Moak - Published by NATIONAL FORUM JOURNALS, Dr. William Kritsonis, Editor-in-Chief, Houston, Texas - www.nationalforum.com
The early childhood medical home 3.15.2012liziaskson
This document discusses the important role pediatricians play in promoting school readiness and high quality early care and education. It covers topics like school readiness, early care and education, the medical home model, and the importance of cross-system collaboration. The document provides resources and strategies for pediatricians to promote healthy child development and school readiness with their patients.
Here are some suggestions for getting teachers excited about using data to benefit students:
- Emphasize how data can help teachers better understand student needs and strengths. Frame it as a way to personalize instruction and support students.
- Provide ongoing training and support so teachers feel comfortable analyzing and interpreting different types of data. Address any fears or concerns they may have.
- Celebrate successes when data shows teachers' efforts are making a positive difference for students. Recognize improvements in student achievement, engagement, etc.
- Encourage teachers to collaborate in analyzing data together. This can generate ideas for strategies and build enthusiasm as teachers learn from each other.
- Lead by example by sharing how you use data in your
This study examined the agreement between adolescents, their parents, and teachers when rating the psychological well-being of adolescents using the Strengths and Difficulties Questionnaire (SDQ). The study found fair agreement between adolescents and parents (r=0.44), fair agreement between adolescents and teachers (r=0.41), and good agreement between parents and teachers (r=0.70). The results indicate that while informants generally agree, there are also discrepancies, particularly between adolescents and other raters. The small sample size limits the generalizability of the findings.
Child Assessment An Essential Component of Quality Early Childhoo.docxmccormicknadine86
Child Assessment: An Essential Component of Quality Early Childhood Programming
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
4. Educational Programming
· Knowledge and application of different curriculum models, standards for high-quality programming, and child assessment practices
Early Childhood Knowledge and Skills
3. Child Observation and Assessment
· Knowledge and application of developmentally appropriate child observation and assessment methods
· Knowledge of the purposes, characteristics, and limitations of different assessment tools and techniques
· Ability to use different observation techniques, including formal and informal observation, behavior sampling, and developmental checklists
· Knowledge of ethical practice as it relates to the use of assessment information
· The ability to apply child observation and assessment data to planning and structuring developmentally appropriate instructional strategies
4. Curriculum and Instructional Methods
· Ability to evaluate outcomes of different curricular approaches
Learning Outcomes
After studying this chapter, you should be able to:
1. Contrast the characteristics of appropriate and inappropriate approaches to assessing young children.
2. Identify performance assessment strategies that are appropriate for documenting what children know and are able to do.
3. Describe some ways teachers of young children share their insights about what they know and are able to do with their families.
4. Discuss the origins of kindergarten readiness assessments, the challenges faced by those tasked with their development, and factors that make it difficult to compare states’ results.
Grace’s Experience
Grace’s many years as a classroom teacher gave her a great deal of experience observing and documenting children’s learning, growth, and development. She used what she learned through this process to inform her teaching and was able to develop portfolios based on her observations and documentation to describe children’s accomplishments to their families. Since becoming the program director, Grace has observed that some teachers collect very little documentation, mostly in the form of checklists and rating scales, to describe their children’s learning, growth, and development. She realizes she must use what she learned in the classroom to lead her teachers in the implementation of authentic, developmentally, and culturally appropriate assessment strategies that align with the program’s core values, mission, and vision. She is hoping this chapter will help her develop an assessment plan that will serve children, families, and staff well.
Child Assessment is the process that early childhood educators use to understand a child’s current development, what he knows, or what he is able to do. They use this information to describe children’s progress to their families and as the basis for decisions that they make at the classroom or programmatic level. As the program ...
This document proposes an evaluation design for a youth health and wellness project called RunJUMPPLAY!. The project aims to promote physical, mental, and emotional health in school-aged youth through activities focused on wellness, fitness, personal development, and community service. The proposed evaluation will use quantitative and qualitative methods to assess outcomes related to exercise participation, health, and personal development. Surveys will be given before, during, and after the program to measure individual progress. The evaluation aims to demonstrate the program's effectiveness to stakeholders and strengthen future funding opportunities.
Assignment Content1. Top of FormProfessional dispositions ha.docxbraycarissa250
Assignment Content
1.
Top of Form
Professional dispositions have been defined as the “values, commitments, and professional ethics that influence behavior toward candidates, families, colleagues and communities and affect candidate learning, motivation and development as well as the educator’s own professional growth” (NCATE, 2000).
Dispositions can also be described as attitudes and beliefs about counseling, as well as professional conduct and behavior. Not all dispositions can be directly assessed, but aspects of professional behavior are assessed during classes and field experiences in counseling settings.
Review the Master of Science in Counseling Professional Dispositions.
To prepare for professional dispositions assessments in this program, write a 700 word paper in which you:
· Reflect on your personal strengths in connection to the dispositions. Support your ideas with examples.
· Identify areas for personal growth in connection to the dispositions. Support your ideas with examples.
· Outline an action plan for developing the identified areas for personal growth.
· Describe why it is important to adhere to the dispositions. How do they support professionalism in counseling? How do they make a counselor effective?
Format your assignment according to course-level APA guidelines.
Bottom of Form
The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman ...
The Middle School Support Project (MSSP) provides mental health support for students in Seattle middle schools. Phase one from 2006-2009 piloted the program in four schools. It defined three service levels and evaluated outcomes. Phase two from 2009-2012 expanded the program, added high school transition support, and conducted a more extensive evaluation. The evaluation found the program increased schools' ability to help students, improved student functioning like reduced depression and better adaptive skills, and had qualitative feedback that students gained support networks and skills. However, comparing student outcomes to non-participants remained difficult.
EDUC – 3003 Week 2Assignment 1
Ashley Ann Abron
Walden University
1)Pages 35-41 of Assessing and Guiding Young Children's Development and Learning outline four general decision-making categories of assessment. Briefly, summarize each of these. Identify when assessment for each category is most likely to be effective.
When simplified teachers use assessment into two categories (1) to use the information to work with their students individually/group and (2) to monitor their progress. To avoid being overwhelmed with information the assessment process follows four general decision-making categories. The first is Assessing to Know Children Individually and as Members of a Group. The one thing that individuals and groups have in common is that they each have their own approaches to what and how they learn. Teachers will have to maneuver working with both and how their attitudes and habits can affect their learning. Knowing the abilities of children individually as well as in a group will help the teacher to aid in their educational development and interest. Assessment will be most effective when a teacher can discern when to assess a child individually and when to asses as a group. In addition a teacher should know the strength of the individual and the group. If an issue is clearly limited to an individual there is no need to assess the whole class. Teachers should also keep in mind what can influence a child's behavior such as the environment, time of day, materials available, and other children.
Another general decision-making category of assessment is Assign Progress Toward Expected Outcomes in Development and Learning. This means that as children progress through their education it is expected that they meet certain requirements. Children are expected to reach certain milestones not only in their growth and development but also in their academic’s studies. To ensure that children are reaching these milestones assessments should be frequent can cover various aspects for them to be the most effective. The third general decision-making categories of assessment are Expected Child Outcomes in Major Development Domains. When assessing student’s teachers should focus on the major domains of child development; physical, social, emotional, and cognitive. Each domain is important to the overall development of growth of a child. For teachers to successfully assess each domain of a child is to record the progress of each, even if it isn't required.
Conclusively Expected Child Outcomes Stated as Standards is the last category of the assessment decision making. Organization in child education from state departments to school districts have written out specific academic and developmental standards for children of every age group. Standards are directed towards content and performance from the general to the specific. In this regard, assessment is most effective when it is flexible and comprehensiv.
The document discusses the plan and procedure for a research study on secondary school students in Haryana, India. It will use a descriptive survey method with both quantitative and qualitative data. The sample will include 600 secondary students, with 300 each from urban and rural schools. Data will be collected using socioeconomic status and personality scales, as well as tests on learning style and creativity. Statistical analysis techniques will then be used to analyze the data.
A Career Exploration Program For Learning Disabled High School StudentsScott Donald
This document describes a career exploration program presented to learning disabled high school students. It included nine sessions using DISCOVER, a computerized career guidance system. Thirty-six students were in initial treatment and control groups. Variables like self-esteem, career decision-making, and job possibilities were examined. Students responded positively while counselors participated minimally and rated it least positively, possibly due to lacking competence in serving these students. The program aimed to address career needs of learning disabled students through cooperation of special education teachers and guidance counselors.
Dr. Morris’ Alternate Extra Credit Assignment 10 points .docxmadlynplamondon
Dr. Morris’ Alternate Extra Credit Assignment 10 points
Dr. Kimo Morris, Handout v9-2, xtracredt.doc 1
Wetlands Alternate Extra Credit Essay
This alternate extra credit assignment can be turned in anytime up to the final exam.
Introduction:
Wetlands are known to be a vital part of any coastal region. For this assignment, you
will conduct an internet search on a critical wetland of your choice. Below, I have
provided a list of potential wetlands for you to choose from, although you are
welcome to write about one that is not on this list. You must have a minimum of 700
words, and you must discuss (a) the history of the wetland, (b) the historic or current
impact humans are having there, (c) the current efforts being made to protect or
restore the wetland, and (d) any legal, governmental, or private obstacles faced by
those wishing to restore the wetland. You must also include a bibliography with a
minimum of 3 sources (one must be a government website “.gov” or “.mil”) – ex.
consider the California Coastal Commission, California Department of Fish and
Wildlife, or California State Lands Commission, or Federal Agencies such as NOAA,
USFWS, EPA, or USACE. The assignment MUST be emailed to me no later than the
day of the final exam.
Potential California Wetlands for Writing Assignment:
Tijuana River Estuary
Mission Bay
Buena Vista Lagoon
Batiquitos Lagoon
Carlsbad Lagoon
Upper Newport Bay
Bolsa Chica Wetland
Anaheim Bay
Golden Shores Marine Biological Preserve
Ballona Wetlands
Malibu Lagoon
Mugu Lagoon
Carpinteria Salt Marsh
Goleta Slough
Devereux Slough
Moro Bay
Elkhorn Slough
Coyote Creek, SF Bay
Suisun Marsh, San Pablo Bay
Tomales Bay
Bodega Bay
A few noteworthy wetlands outside California that you are welcome to consider:
Indian River Lagoon, FL
Chesapeake Bay Estuary, MS
Coos Bay, OR
Barataria Bay, LA
CHAPTER 9 Performance-Based Assessment Strategies
Suzanne Clouzeau/Pearson
Chapter Objectives
As a result of reading this chapter, you will be able to:
1. Describe performance-based strategies and their purposes.
2. Explain types of performance-based assessments and how they are used.
3. Discuss how to classify and organize performance assessments.
4. Explain how standards affect performance assessments.
5. Discuss the advantages and disadvantages of using performance-based assessments.
9.1 Understanding Performance Assessment
We have discussed a variety of types of informal and formal assessments such as observation, checklists, rating scales, and teacher-designed assessments. In this chapter, we discuss how assessments contribute to a broader strategy—performance-based assessment. Eachassessment discussed previously contributes to the collection of assessment information that is part of performance-based assessment. Thestrategies used to conduct these assessments permit the teacher to measure a child’s performance.
Before proceeding further, we should e ...
This document summarizes key issues to consider when using state early care and education workforce registry data to inform training-related questions. Specifically, it discusses three main issues: 1) The training focus variables used across registries may not be standardized or comparable, making aggregate analysis difficult. 2) Registries have different periods of data collection, limiting the years of data available for analysis. 3) Registry participation is voluntary in some states, meaning the available data may not represent the complete workforce. The document concludes that while registry data have potential to provide workforce training insights, additional research is needed on registry data accessibility and usefulness.
Instruments for measuring public satisfaction with the educationEmad Mohammed Sindi
Instruments used by the U.S. Department of Education and the U.K. Department for education to measure satisfaction with public and private education in their countries.
Social and emotional learning (SEL) involves developing skills like self-awareness, relationship skills, and responsible decision-making. The document discusses how SEL benefits children in several ways: it improves school performance, relationships, emotional adjustment, and mental health. SEL is especially important for children in contexts of violence or conflict, as it helps build resilience. Effective SEL programs aim to empower children and promote skills like conflict resolution. Integrating SEL into education can help children cope with adversity and prevent future conflicts. Teachers play a key role in SEL by supporting safe, caring classrooms that foster social and emotional development along with academic learning.
Evaluating Orphan and Vulnerable Children Outcomes: Innovative Methodology fo...MEASURE Evaluation
The document describes a pilot test of three new questionnaires to evaluate outcomes for orphan and vulnerable children programs. Researchers tested the questionnaires in Zambia and Nigeria to assess how well participants understood the questions and ensure the tools reliably measured what they intended to. Based on results, questions were revised for clarity and cultural appropriateness. The validated questionnaires provide a standardized way to evaluate impacts and make comparisons across child welfare interventions.
· Independent Design Project Literature Review and Research Log .docxodiliagilby
· Independent Design Project: Literature Review and Research Log: Entry 4
Literature Review and Research Log
Independent Design Project
Continue research for your independent design project paper by determining the application of advanced state-of-the-art robotics in relation to your design. Use these references to update or modify your design as necessary. Identify how your design reflects applicable categories of advanced state-of-the-art robotics.
Create a new entry to your research log (Module 4) and enter each reference you found relating to the application of robotic fundamentals (at least five). Place these references in alphabetical order, in the proper current APA format, with a brief description of the resource and its applicability.
Be sure to keep these files for use when you complete your week 9 final design project. You will need to add any applicable items from these logs to your final project.
The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman & Gottlieb, 2014;
O’Connell, Boat, & Warner, 2009). In this article, we
review evidence for three major processes by which
early childhood interventions (ECIs) promote well-
being and reduce problem behaviors. These are (a)
cognitive advantage, (b) family support behavior
(FS), and (c) school quality and support (SS).
The accumulated research widely supports these
processes as critical targets o ...
Lesson 9 Evidence-Based Practices Fall 2014 ReadingsBrown.docxSHIVA101531
Lesson 9: Evidence-Based Practices
Fall 2014
Readings
Brown, R.C., Fielding, J.E. & Maylahn, C.M. (2009). Evidence-based public health: A fundamental concept for public health practice. Annual Review of Public Health, 30, 175-201.
Jones, A., Bond, G.R., Peterson, A.E., Drake, R.E., McHugo, G.J. & Williams, J.R. (2014). Role of state mental health leaders in supporting evidence-based practices over time. Journal of Behavioral Health Services & Research, 41(3), 347-355.
SAMHSA National Registry of Effective Programs and Practices
http://nrepp.samhsa.gov/.
Office of Juvenile Justice and Delinquency Prevention (OJJDP) Model Programs Guide. http://www.ojjdp.gov/mpg/
Other Evidence-based Registries and Toolkits
Blueprints for Violence Prevention. http://www.colorado.edu/cspv/blueprints
California Child Welfare Clearinghouse. http://www.cebc4cw.org.
Substance Abuse and Mental Health Services Administration (SAMHSA) (2008).
Evidence-based Practice Kits. D.H.S.S. Publication No. SAM-08- 4344,
Rockville: MD.
http://store.samhsa.gov/list/series?name=Evidence-Based-Practices-KITs
Suicide Prevention Resource Centers Best Practices Registry for Suicide Prevention.
http://www.sprc.org/bpr
Summary
“Evidence-based practice” has been defined as “an approach to practice that requires the examination of research findings from systematic clinical research (e.g., randomized-controlled clinical research) in making decisions about the care of a specific population with a specific problem” (Levine, 2004). In the area of mental health, this term began to be used in the late 1990’s, as untested mental health and substance abuse programs were implemented and promoted that in many cases lacked any empirical evidence of effectiveness. For example, the D.A.R.E. program (Drug Abuse Resistance Education) was implemented across the country in thousands of schools, yet in a review of six evaluations of the D.A.R.E. program, the U.S. General Accounting Office found "no significant differences in illicit drug use between students who received DARE in the fifth and sixth grade and ...students who did not." (http://www.gao.gov/new.items/d03172r.pdf). A subsequent meta-analysis of D.A.R.E found the program to have less than small overall effective on drug use and psychosocial behaviors (Pan, W. & Bai, H., 2009).
Due to concerns regarding the implementation of programs without positive outcome data, “evidence-based program” lists began to emerge in the areas of mental health, substance use, education, violence and other behavioral concerns. Lists included the SAMHSA National Registry of Effective Programs and Practices (nrepp.samhsa.gov), SAMHSA’S mental health evidence-based toolkits, the University of Colorado’s Blueprints for Violence Prevention, the Office of Juvenile Justice and Delinquency Prevention’s (OJJDP) Model Programs Guide, the Department of Education’s Exemplaryand Promising Safe, Disciplined and Drug-Free Schools Programs and the Su ...
3
Screening Assessments Unit 3
Standardized Screening Assessments Chart and Essay
Unit 3
CE300-(add your course section)
(Name of Student)
Part I
Standardized Screening
Assessment Title
Developmental Domains Covered
Age Range
Purpose of the Screening
Part II
Please include a one-page discussion addressing the case scenario. Please be sure to use resources from Units 1-3 to complete this essay. Please delete all red type prior to submission and fill in with your original information. Paragraph one should introduce the topic of the case scenario and the culture concerning assessment.
Paragraph two should discuss why it is important to understand the organization’s culture on assessment. Please be sure to use the NAEYC resource for this discussion.
Paragraph three should discuss your proposal to use standardized screening assessments while respecting the culture and role of informal assessment. This paragraph should include a conclusion that summarizes your discussion.
References
(You must include at least two references in APA format)
Sheet1Industry ---->RiskImporterExporterL/M/SHow to Overcome ItEconomic conditionsXLFluctuations in industryCompetitionTechnological changeChange in preferencesCosts and expensesRegulationsExpropriationInterest ratesGovernment monetary policyGovernment fiscal policyInternal and external warsDifference in culture and religionOwnership of factories and propertyHuman resource restrictionsIntellectual propertyDiscriminationRed tape and corruptionBlockage of funds or capital accountsChange in government
Explore the websites by the National Early Childhood Technical Assistance Center on Screening, Evaluation and Assessment
NECTAC. (2012). Screening, Evaluation and Assessment. Retrieved fromhttp://www.nectac.org/topics/earlyid/screeneval.asp
US Department of Health and Human Services. (2011, June). Understanding and Choosing Assessments and Developmental Screeners for Young Children Age 3-5: Profiles of Selected Measures. Retrieved fromhttp://www.acf.hhs.gov/sites/default/files/assets/screeners_final.pdf
US Department of Health and Human Services. (2008). Early Childhood Assessment. Why, What and How. Retrieved from http://www.acf.hhs.gov/programs/opre/resource/-early-childhood-assessment-why-what-and-how-prepublication-final-report
CDC. (2012). Developmental Monitoring and Screening. Retrieved fromhttp://www.cdc.gov/NCBDDD/childdevelopment/screening.html
Missouri Department of Elementary & Secondary Education. (n.d.) About Response to Intervention. Retrieved from http://dese.mo.gov/special-education/three-tiered-models-intervention/response-intervention
1
C H A P T E R 1
An Overview of Assessment
in Early Childhood
Chapter Objectives
As a result of reading this chapter, you will be able to
1. Understand the purposes of assessment in early childhood
2. Understand different meanings of the term assessment
3. Understand the history o.
The document discusses a case study and survey conducted by an employee attitudes task force at Pluto Candy Company. The task force analyzed survey results to assess employee satisfaction and attitudes across the company's five divisions. They found that the manufacturing division reported significantly lower job satisfaction than other divisions, possibly due to limited job complexity. In contrast, the R&D division reported higher satisfaction likely because of more varied and meaningful work. The task force used various statistical analyses to compare employee attitudes across divisions.
This document outlines a study conducted to assess the impact of activities and features at Dayalbagh Educational Institute on developing global competencies and contributing to sustainable development goals. It involved 9 surveys of students, alumni, faculty and other stakeholders to identify attributes and activities that nurture competencies, compare DEI to other institutions, and map DEI's activities to the UN's 17 sustainable development goals. The results showed DEI's activities strongly develop competencies and attributes like selfless service, while also making significant impacts across all the sustainable development goals, especially in education, health, economic growth, and just institutions. The study demonstrates how DEI fulfills all of an individual's needs and develops attributes at a younger age than normal,
This document provides methodology details for an analysis of child assessment data from 6,600 children enrolled in 15 California Head Start programs. The analysis examines developmental progress between fall 2008 and spring 2009 assessments using the Desired Results Developmental Profile-Revised (DRDP-R) assessment tool. Child Care Results conducted the analysis to evaluate the effect of Head Start programs on child development and presented results in a 4-page bulletin. This document provides supplemental details on the sample, data, study design, and results.
The document provides an introduction and outcomes report for the House of Tiny Treasures program, which serves toddlers and preschool-aged children experiencing homelessness. The program uses the Teaching Strategies Creative Curriculum to provide psychosocial support and education to bolster resilience and minimize developmental lags. Participants' progress is measured across six parameters (social-emotional, physical, language, cognitive, literacy, mathematics) at program entry and over time. Results showed statistically significant improvements in these areas, with greater gains for children receiving additional therapy services.
This document provides guidance for schools and districts on choosing and using assessments of social and emotional learning (SEL) competencies. It discusses key considerations when assessing SEL competencies, such as the developmental nature of SEL and ensuring equity. The document outlines a seven-step process for schools to 1) frame their overall SEL effort, 2) plan the role of assessment, 3) choose competencies to assess, 4) review assessment options, 5) select assessment tools, 6) implement assessment, and 7) use assessment data to improve instruction, evaluate programming, and support equitable outcomes. Assessing SEL competencies can help communicate priorities, establish a common language, deepen understanding of competency development, and continuously improve implementation
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Child Assessment An Essential Component of Quality Early Childhoo.docxmccormicknadine86
Child Assessment: An Essential Component of Quality Early Childhood Programming
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
4. Educational Programming
· Knowledge and application of different curriculum models, standards for high-quality programming, and child assessment practices
Early Childhood Knowledge and Skills
3. Child Observation and Assessment
· Knowledge and application of developmentally appropriate child observation and assessment methods
· Knowledge of the purposes, characteristics, and limitations of different assessment tools and techniques
· Ability to use different observation techniques, including formal and informal observation, behavior sampling, and developmental checklists
· Knowledge of ethical practice as it relates to the use of assessment information
· The ability to apply child observation and assessment data to planning and structuring developmentally appropriate instructional strategies
4. Curriculum and Instructional Methods
· Ability to evaluate outcomes of different curricular approaches
Learning Outcomes
After studying this chapter, you should be able to:
1. Contrast the characteristics of appropriate and inappropriate approaches to assessing young children.
2. Identify performance assessment strategies that are appropriate for documenting what children know and are able to do.
3. Describe some ways teachers of young children share their insights about what they know and are able to do with their families.
4. Discuss the origins of kindergarten readiness assessments, the challenges faced by those tasked with their development, and factors that make it difficult to compare states’ results.
Grace’s Experience
Grace’s many years as a classroom teacher gave her a great deal of experience observing and documenting children’s learning, growth, and development. She used what she learned through this process to inform her teaching and was able to develop portfolios based on her observations and documentation to describe children’s accomplishments to their families. Since becoming the program director, Grace has observed that some teachers collect very little documentation, mostly in the form of checklists and rating scales, to describe their children’s learning, growth, and development. She realizes she must use what she learned in the classroom to lead her teachers in the implementation of authentic, developmentally, and culturally appropriate assessment strategies that align with the program’s core values, mission, and vision. She is hoping this chapter will help her develop an assessment plan that will serve children, families, and staff well.
Child Assessment is the process that early childhood educators use to understand a child’s current development, what he knows, or what he is able to do. They use this information to describe children’s progress to their families and as the basis for decisions that they make at the classroom or programmatic level. As the program ...
This document proposes an evaluation design for a youth health and wellness project called RunJUMPPLAY!. The project aims to promote physical, mental, and emotional health in school-aged youth through activities focused on wellness, fitness, personal development, and community service. The proposed evaluation will use quantitative and qualitative methods to assess outcomes related to exercise participation, health, and personal development. Surveys will be given before, during, and after the program to measure individual progress. The evaluation aims to demonstrate the program's effectiveness to stakeholders and strengthen future funding opportunities.
Assignment Content1. Top of FormProfessional dispositions ha.docxbraycarissa250
Assignment Content
1.
Top of Form
Professional dispositions have been defined as the “values, commitments, and professional ethics that influence behavior toward candidates, families, colleagues and communities and affect candidate learning, motivation and development as well as the educator’s own professional growth” (NCATE, 2000).
Dispositions can also be described as attitudes and beliefs about counseling, as well as professional conduct and behavior. Not all dispositions can be directly assessed, but aspects of professional behavior are assessed during classes and field experiences in counseling settings.
Review the Master of Science in Counseling Professional Dispositions.
To prepare for professional dispositions assessments in this program, write a 700 word paper in which you:
· Reflect on your personal strengths in connection to the dispositions. Support your ideas with examples.
· Identify areas for personal growth in connection to the dispositions. Support your ideas with examples.
· Outline an action plan for developing the identified areas for personal growth.
· Describe why it is important to adhere to the dispositions. How do they support professionalism in counseling? How do they make a counselor effective?
Format your assignment according to course-level APA guidelines.
Bottom of Form
The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman ...
The Middle School Support Project (MSSP) provides mental health support for students in Seattle middle schools. Phase one from 2006-2009 piloted the program in four schools. It defined three service levels and evaluated outcomes. Phase two from 2009-2012 expanded the program, added high school transition support, and conducted a more extensive evaluation. The evaluation found the program increased schools' ability to help students, improved student functioning like reduced depression and better adaptive skills, and had qualitative feedback that students gained support networks and skills. However, comparing student outcomes to non-participants remained difficult.
EDUC – 3003 Week 2Assignment 1
Ashley Ann Abron
Walden University
1)Pages 35-41 of Assessing and Guiding Young Children's Development and Learning outline four general decision-making categories of assessment. Briefly, summarize each of these. Identify when assessment for each category is most likely to be effective.
When simplified teachers use assessment into two categories (1) to use the information to work with their students individually/group and (2) to monitor their progress. To avoid being overwhelmed with information the assessment process follows four general decision-making categories. The first is Assessing to Know Children Individually and as Members of a Group. The one thing that individuals and groups have in common is that they each have their own approaches to what and how they learn. Teachers will have to maneuver working with both and how their attitudes and habits can affect their learning. Knowing the abilities of children individually as well as in a group will help the teacher to aid in their educational development and interest. Assessment will be most effective when a teacher can discern when to assess a child individually and when to asses as a group. In addition a teacher should know the strength of the individual and the group. If an issue is clearly limited to an individual there is no need to assess the whole class. Teachers should also keep in mind what can influence a child's behavior such as the environment, time of day, materials available, and other children.
Another general decision-making category of assessment is Assign Progress Toward Expected Outcomes in Development and Learning. This means that as children progress through their education it is expected that they meet certain requirements. Children are expected to reach certain milestones not only in their growth and development but also in their academic’s studies. To ensure that children are reaching these milestones assessments should be frequent can cover various aspects for them to be the most effective. The third general decision-making categories of assessment are Expected Child Outcomes in Major Development Domains. When assessing student’s teachers should focus on the major domains of child development; physical, social, emotional, and cognitive. Each domain is important to the overall development of growth of a child. For teachers to successfully assess each domain of a child is to record the progress of each, even if it isn't required.
Conclusively Expected Child Outcomes Stated as Standards is the last category of the assessment decision making. Organization in child education from state departments to school districts have written out specific academic and developmental standards for children of every age group. Standards are directed towards content and performance from the general to the specific. In this regard, assessment is most effective when it is flexible and comprehensiv.
The document discusses the plan and procedure for a research study on secondary school students in Haryana, India. It will use a descriptive survey method with both quantitative and qualitative data. The sample will include 600 secondary students, with 300 each from urban and rural schools. Data will be collected using socioeconomic status and personality scales, as well as tests on learning style and creativity. Statistical analysis techniques will then be used to analyze the data.
A Career Exploration Program For Learning Disabled High School StudentsScott Donald
This document describes a career exploration program presented to learning disabled high school students. It included nine sessions using DISCOVER, a computerized career guidance system. Thirty-six students were in initial treatment and control groups. Variables like self-esteem, career decision-making, and job possibilities were examined. Students responded positively while counselors participated minimally and rated it least positively, possibly due to lacking competence in serving these students. The program aimed to address career needs of learning disabled students through cooperation of special education teachers and guidance counselors.
Dr. Morris’ Alternate Extra Credit Assignment 10 points .docxmadlynplamondon
Dr. Morris’ Alternate Extra Credit Assignment 10 points
Dr. Kimo Morris, Handout v9-2, xtracredt.doc 1
Wetlands Alternate Extra Credit Essay
This alternate extra credit assignment can be turned in anytime up to the final exam.
Introduction:
Wetlands are known to be a vital part of any coastal region. For this assignment, you
will conduct an internet search on a critical wetland of your choice. Below, I have
provided a list of potential wetlands for you to choose from, although you are
welcome to write about one that is not on this list. You must have a minimum of 700
words, and you must discuss (a) the history of the wetland, (b) the historic or current
impact humans are having there, (c) the current efforts being made to protect or
restore the wetland, and (d) any legal, governmental, or private obstacles faced by
those wishing to restore the wetland. You must also include a bibliography with a
minimum of 3 sources (one must be a government website “.gov” or “.mil”) – ex.
consider the California Coastal Commission, California Department of Fish and
Wildlife, or California State Lands Commission, or Federal Agencies such as NOAA,
USFWS, EPA, or USACE. The assignment MUST be emailed to me no later than the
day of the final exam.
Potential California Wetlands for Writing Assignment:
Tijuana River Estuary
Mission Bay
Buena Vista Lagoon
Batiquitos Lagoon
Carlsbad Lagoon
Upper Newport Bay
Bolsa Chica Wetland
Anaheim Bay
Golden Shores Marine Biological Preserve
Ballona Wetlands
Malibu Lagoon
Mugu Lagoon
Carpinteria Salt Marsh
Goleta Slough
Devereux Slough
Moro Bay
Elkhorn Slough
Coyote Creek, SF Bay
Suisun Marsh, San Pablo Bay
Tomales Bay
Bodega Bay
A few noteworthy wetlands outside California that you are welcome to consider:
Indian River Lagoon, FL
Chesapeake Bay Estuary, MS
Coos Bay, OR
Barataria Bay, LA
CHAPTER 9 Performance-Based Assessment Strategies
Suzanne Clouzeau/Pearson
Chapter Objectives
As a result of reading this chapter, you will be able to:
1. Describe performance-based strategies and their purposes.
2. Explain types of performance-based assessments and how they are used.
3. Discuss how to classify and organize performance assessments.
4. Explain how standards affect performance assessments.
5. Discuss the advantages and disadvantages of using performance-based assessments.
9.1 Understanding Performance Assessment
We have discussed a variety of types of informal and formal assessments such as observation, checklists, rating scales, and teacher-designed assessments. In this chapter, we discuss how assessments contribute to a broader strategy—performance-based assessment. Eachassessment discussed previously contributes to the collection of assessment information that is part of performance-based assessment. Thestrategies used to conduct these assessments permit the teacher to measure a child’s performance.
Before proceeding further, we should e ...
This document summarizes key issues to consider when using state early care and education workforce registry data to inform training-related questions. Specifically, it discusses three main issues: 1) The training focus variables used across registries may not be standardized or comparable, making aggregate analysis difficult. 2) Registries have different periods of data collection, limiting the years of data available for analysis. 3) Registry participation is voluntary in some states, meaning the available data may not represent the complete workforce. The document concludes that while registry data have potential to provide workforce training insights, additional research is needed on registry data accessibility and usefulness.
Instruments for measuring public satisfaction with the educationEmad Mohammed Sindi
Instruments used by the U.S. Department of Education and the U.K. Department for education to measure satisfaction with public and private education in their countries.
Social and emotional learning (SEL) involves developing skills like self-awareness, relationship skills, and responsible decision-making. The document discusses how SEL benefits children in several ways: it improves school performance, relationships, emotional adjustment, and mental health. SEL is especially important for children in contexts of violence or conflict, as it helps build resilience. Effective SEL programs aim to empower children and promote skills like conflict resolution. Integrating SEL into education can help children cope with adversity and prevent future conflicts. Teachers play a key role in SEL by supporting safe, caring classrooms that foster social and emotional development along with academic learning.
Evaluating Orphan and Vulnerable Children Outcomes: Innovative Methodology fo...MEASURE Evaluation
The document describes a pilot test of three new questionnaires to evaluate outcomes for orphan and vulnerable children programs. Researchers tested the questionnaires in Zambia and Nigeria to assess how well participants understood the questions and ensure the tools reliably measured what they intended to. Based on results, questions were revised for clarity and cultural appropriateness. The validated questionnaires provide a standardized way to evaluate impacts and make comparisons across child welfare interventions.
· Independent Design Project Literature Review and Research Log .docxodiliagilby
· Independent Design Project: Literature Review and Research Log: Entry 4
Literature Review and Research Log
Independent Design Project
Continue research for your independent design project paper by determining the application of advanced state-of-the-art robotics in relation to your design. Use these references to update or modify your design as necessary. Identify how your design reflects applicable categories of advanced state-of-the-art robotics.
Create a new entry to your research log (Module 4) and enter each reference you found relating to the application of robotic fundamentals (at least five). Place these references in alphabetical order, in the proper current APA format, with a brief description of the resource and its applicability.
Be sure to keep these files for use when you complete your week 9 final design project. You will need to add any applicable items from these logs to your final project.
The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman & Gottlieb, 2014;
O’Connell, Boat, & Warner, 2009). In this article, we
review evidence for three major processes by which
early childhood interventions (ECIs) promote well-
being and reduce problem behaviors. These are (a)
cognitive advantage, (b) family support behavior
(FS), and (c) school quality and support (SS).
The accumulated research widely supports these
processes as critical targets o ...
Lesson 9 Evidence-Based Practices Fall 2014 ReadingsBrown.docxSHIVA101531
Lesson 9: Evidence-Based Practices
Fall 2014
Readings
Brown, R.C., Fielding, J.E. & Maylahn, C.M. (2009). Evidence-based public health: A fundamental concept for public health practice. Annual Review of Public Health, 30, 175-201.
Jones, A., Bond, G.R., Peterson, A.E., Drake, R.E., McHugo, G.J. & Williams, J.R. (2014). Role of state mental health leaders in supporting evidence-based practices over time. Journal of Behavioral Health Services & Research, 41(3), 347-355.
SAMHSA National Registry of Effective Programs and Practices
http://nrepp.samhsa.gov/.
Office of Juvenile Justice and Delinquency Prevention (OJJDP) Model Programs Guide. http://www.ojjdp.gov/mpg/
Other Evidence-based Registries and Toolkits
Blueprints for Violence Prevention. http://www.colorado.edu/cspv/blueprints
California Child Welfare Clearinghouse. http://www.cebc4cw.org.
Substance Abuse and Mental Health Services Administration (SAMHSA) (2008).
Evidence-based Practice Kits. D.H.S.S. Publication No. SAM-08- 4344,
Rockville: MD.
http://store.samhsa.gov/list/series?name=Evidence-Based-Practices-KITs
Suicide Prevention Resource Centers Best Practices Registry for Suicide Prevention.
http://www.sprc.org/bpr
Summary
“Evidence-based practice” has been defined as “an approach to practice that requires the examination of research findings from systematic clinical research (e.g., randomized-controlled clinical research) in making decisions about the care of a specific population with a specific problem” (Levine, 2004). In the area of mental health, this term began to be used in the late 1990’s, as untested mental health and substance abuse programs were implemented and promoted that in many cases lacked any empirical evidence of effectiveness. For example, the D.A.R.E. program (Drug Abuse Resistance Education) was implemented across the country in thousands of schools, yet in a review of six evaluations of the D.A.R.E. program, the U.S. General Accounting Office found "no significant differences in illicit drug use between students who received DARE in the fifth and sixth grade and ...students who did not." (http://www.gao.gov/new.items/d03172r.pdf). A subsequent meta-analysis of D.A.R.E found the program to have less than small overall effective on drug use and psychosocial behaviors (Pan, W. & Bai, H., 2009).
Due to concerns regarding the implementation of programs without positive outcome data, “evidence-based program” lists began to emerge in the areas of mental health, substance use, education, violence and other behavioral concerns. Lists included the SAMHSA National Registry of Effective Programs and Practices (nrepp.samhsa.gov), SAMHSA’S mental health evidence-based toolkits, the University of Colorado’s Blueprints for Violence Prevention, the Office of Juvenile Justice and Delinquency Prevention’s (OJJDP) Model Programs Guide, the Department of Education’s Exemplaryand Promising Safe, Disciplined and Drug-Free Schools Programs and the Su ...
3
Screening Assessments Unit 3
Standardized Screening Assessments Chart and Essay
Unit 3
CE300-(add your course section)
(Name of Student)
Part I
Standardized Screening
Assessment Title
Developmental Domains Covered
Age Range
Purpose of the Screening
Part II
Please include a one-page discussion addressing the case scenario. Please be sure to use resources from Units 1-3 to complete this essay. Please delete all red type prior to submission and fill in with your original information. Paragraph one should introduce the topic of the case scenario and the culture concerning assessment.
Paragraph two should discuss why it is important to understand the organization’s culture on assessment. Please be sure to use the NAEYC resource for this discussion.
Paragraph three should discuss your proposal to use standardized screening assessments while respecting the culture and role of informal assessment. This paragraph should include a conclusion that summarizes your discussion.
References
(You must include at least two references in APA format)
Sheet1Industry ---->RiskImporterExporterL/M/SHow to Overcome ItEconomic conditionsXLFluctuations in industryCompetitionTechnological changeChange in preferencesCosts and expensesRegulationsExpropriationInterest ratesGovernment monetary policyGovernment fiscal policyInternal and external warsDifference in culture and religionOwnership of factories and propertyHuman resource restrictionsIntellectual propertyDiscriminationRed tape and corruptionBlockage of funds or capital accountsChange in government
Explore the websites by the National Early Childhood Technical Assistance Center on Screening, Evaluation and Assessment
NECTAC. (2012). Screening, Evaluation and Assessment. Retrieved fromhttp://www.nectac.org/topics/earlyid/screeneval.asp
US Department of Health and Human Services. (2011, June). Understanding and Choosing Assessments and Developmental Screeners for Young Children Age 3-5: Profiles of Selected Measures. Retrieved fromhttp://www.acf.hhs.gov/sites/default/files/assets/screeners_final.pdf
US Department of Health and Human Services. (2008). Early Childhood Assessment. Why, What and How. Retrieved from http://www.acf.hhs.gov/programs/opre/resource/-early-childhood-assessment-why-what-and-how-prepublication-final-report
CDC. (2012). Developmental Monitoring and Screening. Retrieved fromhttp://www.cdc.gov/NCBDDD/childdevelopment/screening.html
Missouri Department of Elementary & Secondary Education. (n.d.) About Response to Intervention. Retrieved from http://dese.mo.gov/special-education/three-tiered-models-intervention/response-intervention
1
C H A P T E R 1
An Overview of Assessment
in Early Childhood
Chapter Objectives
As a result of reading this chapter, you will be able to
1. Understand the purposes of assessment in early childhood
2. Understand different meanings of the term assessment
3. Understand the history o.
The document discusses a case study and survey conducted by an employee attitudes task force at Pluto Candy Company. The task force analyzed survey results to assess employee satisfaction and attitudes across the company's five divisions. They found that the manufacturing division reported significantly lower job satisfaction than other divisions, possibly due to limited job complexity. In contrast, the R&D division reported higher satisfaction likely because of more varied and meaningful work. The task force used various statistical analyses to compare employee attitudes across divisions.
This document outlines a study conducted to assess the impact of activities and features at Dayalbagh Educational Institute on developing global competencies and contributing to sustainable development goals. It involved 9 surveys of students, alumni, faculty and other stakeholders to identify attributes and activities that nurture competencies, compare DEI to other institutions, and map DEI's activities to the UN's 17 sustainable development goals. The results showed DEI's activities strongly develop competencies and attributes like selfless service, while also making significant impacts across all the sustainable development goals, especially in education, health, economic growth, and just institutions. The study demonstrates how DEI fulfills all of an individual's needs and develops attributes at a younger age than normal,
This document provides methodology details for an analysis of child assessment data from 6,600 children enrolled in 15 California Head Start programs. The analysis examines developmental progress between fall 2008 and spring 2009 assessments using the Desired Results Developmental Profile-Revised (DRDP-R) assessment tool. Child Care Results conducted the analysis to evaluate the effect of Head Start programs on child development and presented results in a 4-page bulletin. This document provides supplemental details on the sample, data, study design, and results.
The document provides an introduction and outcomes report for the House of Tiny Treasures program, which serves toddlers and preschool-aged children experiencing homelessness. The program uses the Teaching Strategies Creative Curriculum to provide psychosocial support and education to bolster resilience and minimize developmental lags. Participants' progress is measured across six parameters (social-emotional, physical, language, cognitive, literacy, mathematics) at program entry and over time. Results showed statistically significant improvements in these areas, with greater gains for children receiving additional therapy services.
This document provides guidance for schools and districts on choosing and using assessments of social and emotional learning (SEL) competencies. It discusses key considerations when assessing SEL competencies, such as the developmental nature of SEL and ensuring equity. The document outlines a seven-step process for schools to 1) frame their overall SEL effort, 2) plan the role of assessment, 3) choose competencies to assess, 4) review assessment options, 5) select assessment tools, 6) implement assessment, and 7) use assessment data to improve instruction, evaluate programming, and support equitable outcomes. Assessing SEL competencies can help communicate priorities, establish a common language, deepen understanding of competency development, and continuously improve implementation
Similar to Sammet, Moore & Wilson.2013.Measuring Positive Development of Youth in Context - The Design and Validation of an Embedded Assessment System for Out-of-School Time Programs (20)
Sammet, Moore & Wilson.2013.Measuring Positive Development of Youth in Context - The Design and Validation of an Embedded Assessment System for Out-of-School Time Programs
1. 1
Measuring Positive Development of Youth in Context: The Design and Validation of an Embedded
Assessment System for Out-of-School Time Programs
Objective
Current research in positive youth development (PYD) is framed within developmental systems
models that recognize the bidirectional relationship between individuals and context (Jelicic, Theokas,
Phelps & Lerner, 2007; Lerner & Steinberg, 2009; Overton, 2010). However, the creation of ecologically
validated measures that assess the positive behavior and well-being of individuals within developmental
contexts has lagged (Ramey & Rose-Krasnor, 2012). Such measures are essential for supporting the
growth of individual children; evaluating and improving context-specific curriculum; as well as for testing
hypothesized links between program inputs and desired outcomes over time.
This paper describes the creation and initial validation study of the Desired Results
Developmental Profile-School Age (2011) Complete Version (DRDP-SA; CDE, 2011a), a strengths-based
measure created to assess the positive cognitive, socio-emotional, language and physical development
of youth who participate in before- and after-school programs funded by the California Department of
Education (CDE). Enrollment eligibility in such programs is based on financial need of families or other
at-risk criteria, for youth ages 6 through 12. The DRDP-SA is designed to allow for flexibility in the
structure and objectives of individual youth development programs, while remaining sensitive to the
economic, linguistic, and cultural diversity of youth and families that such programs serve (CDE, 2011b).
At a time when governmental testing systems are widely criticized for implementing narrow summative
assessment systems, the DRDP-SA represents a unique approach to valuing and measuring outcomes
that contribute to the overall well-being and positive development of youth.
2. 2
Perspectives and Theoretical Frameworks
The DRDP-SA was constructed based on the principles of the BEAR (Berkeley Evaluation and
Assessment Research) Assessment System (BAS; Wilson & Sloane, 2000; Wilson, 2005). First, the DRDP-
SA assessment is built around four Desired Results (DR1-4, listed below)--defined by CDE as conditions
of well-being for children--which draw upon primary components of PYD theories (e.g., Benson, Scales,
Hamilton & Sesma, 2006; Damon, 2004; Lerner, 2009).
DR1: Children are personally and socially competent.
DR2: Children are effective learners.
DR3: Children show physical and motor competence.
DR4: Children are safe and healthy.
Each DR is associated with one or more domains, which represent crucial areas of learning and
development for young children. A domain defines a DR more specifically so that it can be measured.
The six domains include Self and Social Development; Health; Language and Literacy Development;
Cognitive Development; Mathematical Development; and Physical Development. There are multiple
measures for each domain. Each measure of focuses on a specific competency, conceptualized as a
developmental learning progression (Wilson, 2005). An example of a measure from the Self and Social
Development Domain of the DRDP-SA is shown in Figure 1.
The learning progressions, or developmental levels, that are found within each measure are
grounded in the relevant child development literature and elaborated with examples of observable
behaviors that a youth might exhibit in the context of a program setting. For instance, the first
development level of Measure 3: Empathy, from the Self and social development domain, is
“Demonstrates awareness of own feelings.” An example of this developmental level that a practitioner
might document is a child who draws a picture to show how she feels, or who says, “I feel really happy.”
3. 3
(see Figure 1). Initial drafts of measures were created by teams of youth development researchers,
psychometric experts, and seasoned practitioners.
Second, as an embedded assessment system, the DRDP-SA integrates assessment into the
curriculum and regular program context (Wilson & Sloane, 2000). Thus, the DRDP-SA differs from most
other PYD measures in that it does not index the presence or absence of an outcome by asking youth to
self-report on behaviors, nor does it require providers to create artificial testing events. Instead,
providers are trained to observe and collect evidence of positive youth behaviors and learning (e.g.,
using quotes, drawings, writings, notations of actions) that occur during on-going program activities.
Providers are further trained to reflect on their observations and to make nuanced evaluations, based
on sequential developmental landmarks identified in the DRDP-SA, of what individual youths know and
what they can do. Because assessments are made during integrated activities, results of the assessment
can be used to plan curriculum for individual children or groups of children, as well as to support
continuous program improvement. In this way, a strong and meaningful connection is made between
assessment for purposes of both instruction and accountability (Wilson, 2010), framed by the
expectations of the Desired Results for PYD.
Finally, the technical quality of the instrument is addressed through a state-wide calibration
study, the application of generalized forms of item response models (IRMs), and consideration of
sources of evidence for validity, reliability and fairness as established by the Standards for Educational
and Psychological Testing (AERA, APA, NCME, 1999). The measurement model that is used for quality
assurance purposes defines how inferences are drawn from the scored observations of practitioners.
The output of IRMs provides useful information that is not available through numerical scores averages
and other traditional summary techniques.
4. 4
Methods
Data for the calibration study was collected by staff from state-funded before- and after-school
programs sampled from throughout California. Programs included in the sample were selected from a
roster of all school-age programs served by the Child Development Division of CDE, by region within
California and by socioeconomic status within region. Staff were trained in observing children and
completing the DRDP-SA in day-long seminars held throughout the state. Following the training
seminars, staff returned to their programs to observe and evaluate a sample of the children under their
care (each staff member rated between one and six children; the median number of rated children per
teacher was three).
The DRDP-SAs were completed only for children who attended the program consistently for at
least 10 hours per week in the previous month. In addition, only children that were under the rater‘s
direct care for at least 30 days were rated. Following the training sessions, the teachers had about 2-4
months to observe the child, complete the DRDP-SAs and return them to the study center. The teachers
were compensated for their time and effort.
We conducted six unidimensional partial credit analyses, as well as multidimensional partial
credit analyses, with the data set described below. All item response models were estimated using the
ConQuest (Wu, Adams &Wilson, 1998) software program.
Data
Data were comprised of a total of 705 completed and acceptable DRDP-SAs. A primary goal of
an initial validity student was to collect evidence about a representative sample of youth across age
5. 5
groups, gender and ethnicity, so that the DRDP-SA could be used to make valid inferences about the
population, and to evaluate the sensitivity of the instrument to ethnicity and gender. Children‘s
ethnicity was reasonably representative of the California population at this age: 57% Hispanic-American,
18% European-American, 10% African-American, 4% Asian-American and 11% of other ethnicities
compared to the 2008-2009 California school-age enrollment statistics available on line from the
California Department of Education‘s data and statistics site. Table 1 lists the demographic distribution
of the sample.
Qualitative data were also collected from teachers and site administrators using interviews and
surveys, and analyzed to inform the development team on the strengths and weaknesses of the
instrument.
Results
The main conclusion is that the DRDP-SA was reasonably well calibrated using the study sample
and exhibited technical properties that offer strong validity evidence. One domain, Physical
Development, exhibited some problems at the item and domain level, and should be examined in
further iterations of the instrument. Results are presented in detail below for Wright Map item-person
distributions; item fit; reliability; and internal structure.
Wright Maps: Wright maps help illustrate how individual persons and DRDR-SA measures are
distributed along a shared ability continuum on a logit scale for each domain. (Technically the logit is
the log of the odds ratio. The logit scale is commonly used in psychometric research and can be easily
rescaled to any other score range without the loss of generality.) Analysis of Wright maps for the six
domains showed good correspondence between persons and items, with the exception of the Physical
6. 6
Development domain, which suggests that some of the measures may be too easy or that they do not
differentiate well among children with high levels of physical development.
Item fit: We inspected how each measure fits the model. For item fit statistics, we used the
weighted mean square (WMS) and the corresponding t-statistic (Wright & Masters, 1982). For each
measure, the fit statistic compares the variability in the observers‘ ratings with that expected by the
model, given the distribution of ability scores. Only one measure, Exercise and Fitness, indicated more
variance than expected (implying inconsistency). However, one measure with WMS with higher than
expected variance is no more than would be expected by chance in a set of items of this size; hence, the
total set can be considered within acceptable range.
Reliability: Overall the DRDP-SA showed very high internal consistency, ranging from .85 to .99.
The reliability of the DRDP-SA was also evaluated through an examination of individual children’s
standard error. Generally, standard errors were smaller in the middle range than at the tails of ability
distributions. Because student abilities in the middle range of ability distribution matched the
distribution of the items, more information was collected there, and, hence more precise abilities were
estimated.
Internal Structure: We examined differential item functioning (DIF) of gender (male vs. female)
and ethnicity (African-American vs. European-American; Hispanic-American vs. European- American) for
the six domains. An item (e.g., DRDP-SA measure) is flagged to exhibit DIF if it performs differently
across the groups of interest (i.e., gender or ethnicity) for children who possess the same ability for a
specific area of ability (e.g., a DRDP-SA domain). In other words, DIF is identified if the item obtained
different item difficulties for two interest groups conditioned on the same ability for this domain. For
7. 7
instance, an item is flagged to exhibit Gender DIF if, on average, it is more difficult for females of a
certain ability than for males of the same ability. Only one item, Exercise and Fitness, exhibited
statistically significant Gender DIF, with a large effect size favoring males. Since this item was flagged in
estimates of both item fit and DIF, it should be reviewed in future iterations of the instrument. There
was no evidence of DIF for any measures on ethnicity for Hispanic-American vs. European-American, nor
for African-American vs. European-American.
Scientific or scholarly significance of the study or work.
The result of BEAR Assessment System (BAS) (Wilson, 2005; Wilson & Sloane, 2000) is the DRDP-
SA tool for assessing positive behavior and learning, tracking progress over time, and providing feedback
on individual and group progress. The DRDP-SA accommodates the bidirectional relationship of an
individual’s development in context, lending support to claims for its ecological validity. Application of
the BAS principles, as exemplified by the DRDP-SA, provides evidence of how assessments that are both
developmentally appropriate and of high technical quality can be developed to support instructional and
accountability purposes in youth development interventions.
9. 9
Table 1. Demographic Distribution of the Calibration Sample (N=705)
Percent
Gender Female 50%
Ethnicity African-American
Asian-American
European-American
Hispanic- American
Other
Missing
7%
3%
22%
59%
8%
1%
Language Spoken at
Home
English
Spanish
Other
Bilinguala
54%
30%
2%
4%
Number of weekly hours
with child
10 or lessb
11-20
21-30
31-40
40+
1%
69%
24%
5%
1%
aChild speaks English and Spanish or English and another language. bMost DRDP-Rs that indicated 10 or
less hours were discarded from the data set. A few DRDP-Rs were kept because they were part of a pair
for another Condition in the study.
10. 10
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