Assessing Young Children in Inclusive Settings
Description
Ideal for both undergraduate and graduate courses and personnel preparation programs, this comprehensive text gives teachers the knowledge and tools they need to implement high-quality assessment and reap its benefits: inclusive, family-centered programming that improves outcomes for all children.
WHATS NEW:
New section on considerations for special populations: dual language learners, children in kindergarten, and children who have severe and multiple disabilities
Increased focus on educational equity throughout the book
New and expanded coverage of important themes and topics, including authenticity, collaborative partnerships, and data-based decision making
New invited contributors who are experts in the field and advocates for early childhood inclusion
More practical materials, including new and extended case studies, a revised Curriculum-Based Assessment Rating Rubric and glossary, and a list of recommended practices
Overview of revised versions of commonly used curriculum-based assessments, including AEPS-3, COR Advantage, and Work Sampling System
Companion materials for faculty, including PowerPoints with links to activities and resources
More details
Persons
Dr. Kristie Pretti-Frontczak is a highly sought-after speaker, accomplished author, and educatorsâ (TM) educator. With nearly three decades of educational experience, Kristie cultivates real change within educational systems. She instills an impressive sense of joy, humor, and fun in creating inclusive educational practices and empowering teachers and leaders to spread wellness both in and beyond the classroom walls. Along with Dr. Julie Causton, at Inclusive Schooling, Kristie designs and delivers transformative professional development that addresses and supports the wholeness of the adult professional and helps leaders create school cultures that ensure all children experience a sense of belonging. Kristie spent 16 years, as faculty, at Kent State University and has published extensively in peer-referenced journals and is an author of over 10 books and monographs. Since 2013 she has followed her true passion, which is supporting adult learners. As a result, she has accumulated over 50,000 hours of helping educators and leaders work from a place of compassion, hope, and love in locations from Cincinnati to Singapore. She currently resides in Northeastern Ohio. You can learn more about Kristie and Inclusive Schooling at www.inclusiveschooling.com.
Check out our spotlight on Kristie Pretti‐Frontczak! Discover bestselling books, an engaging webinar recording on inclusion, and download a free classroom poster!
Dr. Grisham is Professor in the Interdisciplinary Early Childhood Education program at the University of Kentucky, Lexington. She received her doctorate in education from the University of Kentucky. She is also Faculty Director of the Early Childhood Laboratory at the University of Kentucky, an inclusive early childhood program for children from birth to 5 years of age.
Dr. Grisham has directed research projects on topics including linking assessment and instruction, early care and education program quality, and individualizing instruction for young children with disabilities. In addition, she has conducted research on the effectiveness of instructional procedures that are embedded into developmentally appropriate activities, the application of multi-tiered systems of support in early childhood settings, and coaching teachers and caregivers to implement evidencebased instructional strategies with fidelity. Dr. Grisham is Project Director for the Kentucky Deaf-Blind Project, which provides technical assistance to families and service providers of infants, toddlers, children, and youth with deaf-blindness. She coauthored a book titled Reach for the Stars: Planning for the Future (with D. Haynes; American Printing House for the Blind, 2013), which is used to support families of young children in planning for their childrenâ (TM)s future and articulating their priorities to educational team members, as well as Blended Practices for Teaching Young Children in Inclusive Settings, Second Edition (with M. L. Hemmeter; Brookes Publishing Co., 2017), and Assessing Young Children in Inclusive Settings: The Blended Practices Approach (with K. Pretti-Frontczak; Brookes Publishing Co., 2011).
Finally, Dr. Grisham directed the nationwide field test for AEPS-3. Dr. Grisham is frequently asked to provide professional development to state departments of education, universities, and local education agencies on topics for which she conducts research throughout the country. Dr. Grisham is co-founder of a childrenâ (TM)s home and preschool program in Guatemala City, Hope for Tomorrow, where she accompanies students for the education abroad program. Dr. Grisham also works internationally in other locations to promote inclusion of young children with disabilities.
Lynn Sullivan, M.Ed. is currently a private consultant in the areas of special education, early childhood, and interagency collaboration. After a first career in social work, she spent 35 years as the early childhood consultant for one of twenty regional technical assistance centers in Texas. In that career with Education Service Center, Region 11, Ms. Sullivan provided consultative and technical assistance to local school districts, charter schools, and community agencies in the development and improvement of instructional programs and services for students with disabilities age three, four, and five. She planned, facilitated, presented and coordinated regional training for educators (including PreK and K teachers), speech language pathologists, diagnosticians, campus and district leaders of preschoolers with disabilities These were based on Federal, state, regional and local data sources along with anecdotal patterns, trend lines in longitudinal data analysis and school district priorities. In conjunction with Drs. Pretti-Frontczak and Grisham, Ms. Sullivan developed a multi-year, data driven project to support and sustain best practices in meeting the needs of young children with disabilities in small and rural communities.Ms. Sullivan served as the Part B representative on the Texas Interagency Coordinating Council for Early Childhood Intervention for 18 years, and is currently a member of CEC and DEC, having served as Texas DEC president 1994-1996.Content
Acknowledgements
Dedications
Section 1: Recommended Practices
Chapter 1: Introduction
Jennifer Grisham and Kristie Pretti-Frontczak
Why a Second Edition
Major Themes of this Book
??Authenticity
??Collaborative Partnerships
??Utility
??Educational Equity
Overview of Major Book Sections
??Section I: Recommended Practices (Process)
??Section II: Reasons for Conducting Assessment (Purpose)
??Section III: Special Topics in Assessment
Intended Audience and Use
Definitions of Key Terms Used Throughout
??Assessment
??Blended Practices
??Teacher
Summary
References
Chapter 2: Recommended Practices in Authentic Assessment
Kristie Pretti-Frontczak, Rebecca Crawford, Lynn Sullivan, and Jennifer Grisham
Authentic Assessment
??Authentic Assessment Defined
??Difference Between Authentic Assessment and Conventional Assessment
Advantages and Evidence-Base
??Advantages of Authentic Assessment
??Support for Authentic Assessment
Flipping the Script
Summar
References
Chapter 3: Family Involvement in the Assessment Process
Julie Harp Rutland, Ashley Lyons-Picard, Jennifer Grisham, and Kristie Pretti-Frontczak
Involving Families in the Assessment Process
??Ecological Systems Theory
??Adult Learning Theory
??Family-Centered Practices
Legal Mandates
Involving Families in the Assessment Process
??Learner
??Expert
??Team Member
??Advocate
??Benefits to Families and Children
Approaches for Gathering Assessment Information from Families
??Unstructured Approaches
??Structured Approaches
Considerations for Gathering Reliable Information from Families
??Understanding Levels of Family Involvement
??Effective Communication Strategies
??Considerate Scheduling
??Embracing Diversity, Equity, and Inclusion
??Defining Priorities
??Setting Individual Goals
??Program Planning
Summary
References
Chapter 4: Recommended Practices for Determining Technical Adequacy
Kristie Pretti-Frontczak and Jennifer Grisham
Technical Adequacy
??Validity
??Reliability
??Bias
Classification Measures
Common Practices Related to Conventional Assessment
??Calculating Chronological Age
??Establishing Basal Ceiling
??Adjusting for Prematurity
??Interpreting Results
Summary
References
Chapter 5: Critical Decision-Making Process
Lynn Sullivan, Kristie Pretti-Frontczak, and Jennifer Grisham
Overview of the Decision-Making Process
Step One: Gathering
??Guiding Principles: What to Observe
??Guiding Principles: Who Observes
??Guiding Principles: When and Where to Observe
??Guiding Principles: How Often to Observe
Step Two: Documenting
??Written Descriptions
??Visuals and Artifacts
??Counts or Tallies
Step Three: Summarizing
??Numerical Summaries
??Visual Summaries
??Narrative Summaries
Step Four: Analyzing
??Patterns
??Trends
Step Five: Interpreting
Summary
References
Appendix A: Lists of Recommended Practices for the Decision Making-Process
Section 2: Reasons for Conducting Assessments
Chapter 6: Assessment for Program Planning Purposes
Kristie Pretti-Frontczak, Jennifer Grisham, Lynn Sullivan, and Sarah Hawkins-Lear
Definition and Purpose of Assessment for Program Planning
Conducting Program Planning Assessments
??Selecting a CBA for Program Planning
??CBA Rating Rubric
??Administering CBAs
??Assessment Fidelity
??Assessment Activities
Using Information from CBAs to Program Plan
??Making Decisions for Program Planning
??Identifying Who Needs to Learn What
??Sorting Children by Outcomes
??Multi-Tiered Systems of Support
Summary
References
Appendix B: Revised Curriculum:Based Assessment Rating Rubric and Glossary
Chapter 7: Assessment for Progress Monitoring Purposes
Jennifer Grisham, Kristie Pretti-Frontczak, Ashley Lyons-Picard, Sarah Hawkins-Lear, and Lynn Sullivan
Progress Monitoring
Recommended Progress Monitoring Practices
??Holistic Appraoch to Progress Monitoring
??Progress Monitoring Decision:Making
Tiered Model of Progress Monitoring
Sharing Progress Monitoring Information
??Communicating with Families
??How and When to Share Progrss Monitoring Information
Summary
References
Chapter 8: Recommended Practices in Identifying Children for Special Services
Kristie Pretti-Frontczak and Jennifer Grisham
Child Find
??Purpose and Requirements
??Common Activities and Recommended Practices
Screening
??Traditional and Contemporary Screening Approaches
??Screening Types and Formats
Screening Types
Screening Formats
??Recommended Screening Practices
Determining Eligibility for Services
??Federal Regulations
??Federal Categories
??Developmental Delay
??State Variations
Recommended Practices for Eligibility Determination
??Transdisciplinary Teaming During Eligibility
??Report Writing
Summary
References
Chapter 9: Program Evaluation
Jennifer Grisham and Kristie Pretti-Frontczak
Types and Reasons for Conducting Program Evaluation
??Individual Classroom-Level Evaluations
??Local Program-Level Evaluations
??State-Level Evaluations
??Federal Program Evaluations
Methods of Collecting Program Evaluation Data
??Child Outcome Data
??Program Observations
??Stakeholder Input
??Record Reviews
Recommended Practices
??Planning for Program Evaluation
??Conducting a Program Evaluation
??Using Program Evaluation Data
Summary
References
Section 4: Considerations for Special Populations
Chapter 10: Recommended Practices for Assessing Children Who are Dual Language Learners (DLLs) or Multilanguage Learners
Lin Zhu, Jennifer Grisham, Kristie Pretti-Frontczak, and Ashley Lyons-Picard
General Considerations for Assessing Children Who are DLLs or Multilanguage Learners
??Challenges of Assessing Children Who are DLLs or Multilanguage Learners
Special Recommendations
??What to Assess
??How to Assess
??Influences and Biases
??Intechangeable Cuing Systems
??Alternative, Flexible Materials
??Alternative Responses
Measures
Summary
References
Chapter 11: Recommended Practices for Assessing Children with Severe and Multiple Disabilities
Jennifer Grisham, Ashley Lyons-Picard, and Kristie Pretti-Frontczak
Transdisciplinary Teaming
General Considerations for Assessing Children with Severe and Multiple Disabilities
??Children with Complex Medical Needs
Special Recommendations
??What to Assess
??How to Assess
??Influences and Biases
??Interchangeable Cuing Systems
??Alternative, Flexible Materials
??Alternative Responses
Measures
Summary
References
Chapter 12: Kindergarten Assessment
Julie Rutland, Jennifer Grisham, Lynn Sullivan, and Kristie Pretti-Frontczak
Kindergarten Readiness and Kindergarten Assessment
Timely Referrals and Tiered Instruction
Program Planning in Kindergarten Classrooms
??Curriculum Based Measures
??Curriculum Bases Assessments
Summary
References
Index