Serving as Advocates for Families/Engaging Families in the Assessment Process
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This document discusses how to partner with families in the assessment process. It explains that assessments are important as they provide opportunities to learn about the child's strengths and weaknesses, allow parents to share information, and help guide teaching. The document outlines various methods for involving families, such as checklists, portfolios, conferences, and questionnaires. Families can share unique perspectives about their child's skills, temperament, routines, and learning preferences. It is important to communicate assessment results sensitively by focusing on strengths, explaining results, listening to families, and discussing next steps. Assessments should be made relatable to students' cultures by preparing materials in their home language and providing supportive tools and learning avenues that respect diversity.
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Management Knowledge and Skills
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Early Childhood Knowledge and Skills
3. Child Observation and Assessment
· Knowledge and application of developmentally appropriate child observation and assessment methods
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After studying this chapter, you should be able to:
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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.
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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.
Opportunity & Equity 2014: Dr. Pedro Noguera
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CurriculumResourceProject_UndergraduateConferenceonHealth&Society_12nov2016
This document summarizes a presentation on enhancing the user-friendliness of the Miami Legacy for Children curriculum. It provides background on poverty's effects on children's development and academic performance. It then describes the Legacy for Children program, which aims to improve child outcomes through positive parenting among low-income mothers. The author organized resource guides and video lists for the Miami curriculum to make materials easier to use and ensure the information is up-to-date. The project outcomes were resource lists categorizing over 130 pages of materials and a 14-page Excel spreadsheet of videos. Future research may explore how updating the curriculum impacts outcomes.
Curriculum resourceproject undergraduateconferenceonhealth&society_12nov2016
This document summarizes a presentation on enhancing the user-friendliness of the Miami Legacy for Children curriculum. It provides background on poverty's effects on children's development and academic performance. It then describes the Legacy for Children program, which aims to improve child outcomes through positive parenting. The author organized curriculum resources and videos into spreadsheets to make the materials easier to use. The final outcomes were 134-page and 14-page reference guides for curriculum resources and videos. Enhancing the user-friendliness and updating materials may improve the curriculum's quality and outcomes.
NAYEC Institute 2017: The Collaborative Model - Engaging with families and th...
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The document discusses the collaborative model for early intervention, which involves engaging families and the early intervention team to support children with developmental delays. It emphasizes the importance of collaboration between families, early childhood educators, and other professionals to enrich learning experiences and improve outcomes for children through shared decision making, communication, and consistently implementing joint strategies within daily routines. The key aspects of the model include establishing supportive relationships, incorporating interventions into activities, and using a variety of strategies tailored to children's individual needs and goals.Preparing Tomorrow’s Teachers for Today: Integrating QRIS Information into Hi...
The document discusses Louisiana's efforts to unify and improve its early childhood education system. It outlines the creation of new teaching certificates aimed at professionalizing the early childhood workforce. These include an Ancillary Teaching Certificate requiring a Child Development Associate credential or higher, and a new Birth to Kindergarten Bachelor's degree and teaching certificate. The goal is to establish consistent standards across programs and better prepare teachers to support children's learning and development.
Naeycstandards
The document outlines six standards for early childhood education professionals. Standard 1 focuses on promoting child development and learning through understanding child characteristics, influences on development, and creating healthy learning environments. Standard 2 emphasizes building family and community relationships by understanding families/communities and involving them. Standard 3 is about observing, documenting, and assessing children to support development. Standard 4 is using developmentally appropriate approaches to connect with children and families through positive relationships. Standard 5 is applying content knowledge to create meaningful curricula. Standard 6 is becoming a professional through identifying with the field, upholding ethics, engaging in learning, and advocating for the profession.
Write an essay that describes your understanding of the NAEYC Standa
Write an essay that describes your understanding of the NAEYC Standards for Early Childhood Teachers.. Define each standard in your own words and provide specific examples that demonstrate your knowledge.
NAEYC Standards
STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING
Candidates prepared in early childhood degree programs are grounded in a child development
knowledge base. They use their understanding of young children’s characteristics and needs, and
of multiple interacting influences on children’s development and learning, to create
environments that are healthy, respectful, supportive, and challenging for each child.
Key elements of Standard 1
1a:
Knowing and understanding young children’s characteristics and needs, from birth through
age 8.
1b:
Knowing and understanding the multiple influences on early development and learning
1c:
Using developmental knowledge to create healthy, respectful, supportive, and challenging
learning environments for young children
STANDARD 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS
Candidates prepared in early childhood degree programs understand that successful early
childhood education depends upon partnerships with children’s families and communities. They
know about, understand, and value the importance and complex characteristics of children’s
families and communities. They use this understanding to create respectful, reciprocal
relationships that support and empower families, and to involve all families in their children’s
development and learning.
Key elements of Standard 2
2a:
Knowing about and understanding diverse family and community characteristics
2b:
Supporting and engaging families and communities through respectful, reciprocal
relationships
2c:
Involving families and communities in young children’s development and learning
STANDARD 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG
CHILDREN AND FAMILIES
Candidates prepared in early childhood degree programs understand that child observation,
documentation, and other forms of assessment are central to the practice of all early childhood
professionals. They know about and understand the goals, benefits, and uses of assessment. They
know about and use systematic observations, documentation, and other effective assessment
strategies in a responsible way, in partnership with families and other professionals, to positively
influence the development of every child.
Key elements of Standard 3
3a:
Understanding the goals, benefits, and uses of assessment – including its use in development
of appropriate goals, curriculum, and teaching strategies for young children
3b:
Knowing about and using observation, documentation, and other appropriate assessment
tools and approaches, including the use of
technology
in documentation, assessment and data
collection.
3c:
Understanding and practicing responsible assessment to promote positive outcomes for each
child, including the use of assistiv ...
Lecture unit 5
This document discusses training of personnel for population education. It emphasizes the importance of population education in creating awareness about overpopulation issues and enabling informed decisions. Various methods for training personnel are described, including inquiry approach, values clarification, role playing, demonstrations and practical training. The document also covers identifying target groups for training, developing training plans, evaluation techniques, and the need for institutional support.
TEACHINGANDLEARNINGSTRATEGIESTOGETCHILDRENEXCITEDABOUTLEARNING (1)
The document discusses strategies for improving fourth grade students' reading comprehension. It analyzes research showing that implementing graphic organizers and differentiated instruction can help engage students and improve test scores. The author proposes using graphic organizers across subjects to help students organize information and focus on quality work. Research cited supports that graphic organizers facilitate critical thinking skills and comprehension. The document concludes that as a committed teacher, the author will use various strategies like graphic organizers to continue improving students' reading skills.
Ccss mtss lesh_grillo 2013
The document discusses implementing the Common Core State Standards (CCSS) within a Multi-Tiered System of Supports (MTSS) framework. It outlines learner outcomes related to understanding CCSS and MTSS and using a problem-solving process. It then provides details on CCSS, MTSS tiers, assessment, and essential questions for aligning instruction across tiers to support all students in meeting higher standards. The document emphasizes aligning supplemental and intensive instruction with core instruction to ensure coordinated support across tiers.
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Serving as Advocates for Families/Engaging Families in the Assessment Process
- 2. WE WILL DISCOVER Why is Assessment Important How to involve families in the assessment process What information can families provide about their children How to communicate assessment results with the family How to support diversity and multiculturism with assessments? 2
- 3. ASSESSMENT ARE IMPORTANT BECAUSE: Assessments provide: An opportunity to get to know the child and their community. Vital information about the child’s strengths and weaknesses Opportunities for parents to share information about their child unbeknown to the teacher 3PARTNERING WITH ASSESSMENTS
- 4. ASSESSMENTS ARE IMPORTANT BECAUSE: Assessments Also: Help guide teaching and learning experiences Identify areas for early intervention and possible resources and support for children and their families Help families to understand the link between content/standards and their developing child Monitor a program success and identify professional development and training Measure students learning and teacher effectiveness with implementing the content and standards Ongoing and help to monitor the child progress 4PARTNERING WITH ASSESSMENTS
- 5. METHODS TO INVOLVE FAMILIES IN ASSESSMENT PROCESS PARTNERING WITH ASSESSMENTS 5 Charts Checklist Portfolios Observation NarrativesConferences Phone Calls Written Notes/E-mail Questionnaires Informal Discussion Journals Guided Observations
- 6. THE INFORMATION FAMILIES CAN SHARE ABOUT THEIR CHILDREN 6 A unique perspective of the child’s out of school environment Emerging skills developing at home that might not be transferred/evident in the classroom. Their child’s interactions in a variety of settings Temperament and Physical Needs Daily Routines and Preferences Type of learner/learning environment PARTNERING WITH ASSESSMENTS
- 7. PARTNERING WITH ASSESSMENTS 7 STRATEGIES TO COMMUNICATE THE ASSESSMENT RESULTS Avoid Jargons or confusing terms Make sure the information shared focuses on the child’s strengths as well as challenges Explain the child’s results Be sensitive and Positive Talk about next steps of development Listen to the Family Talk about outside influences Examine Together Restate Purpose of Assessments Offer Guidance hoto by Unknown Author is licensed under CC BY-NC
- 8. 8PARTNERING WITH ASSESSMENTS SUPPORTING DIVERSITY & MULTICULTURALISM Prepare material in the Family Language Assure assessments are relatable to the culture and in the language of the studentsProvide assistive/supportive materials/tools to support individuality and developmental abilitiesProvide different avenues to share content based on individual children and group learning styles
- 9. 9PARTNERING WITH ASSESSMENTS REFERENCES Caspe, M., Seltzer, A., Kennedy, J. L., Cappio, M., & DeLorenzo, C. (2013). Engaging Families in the Child Assessment Process. YC: Young Children, 68(3), 8-14. Elicker, J., & McMullen, M. B. m. i. e. (2013). Appropriate and Meaningful Assessment in Family-Centered Programs. YC: Young Children, 68(3), 22-27. National Board for Professional Teaching Standards (NBPTS). (2012). Foundation of National Board Certification for Teachers. Early Childhood Generalist standards, 8-10. Rutland, J. (2013). Involving Families in the Assessment Process. Journal for the Early Childhood Field, 1-17. Squires, J., Bricker, D., & Potter, L. (2009). Sharing Screening Results with Families. Teaching Strategies. (2020). Building Bridges Between School and Home Retrieved from https://teachingstrategies.com/solutions/family/
- 10. THANK YOU!