© caroline gooden, kentucky early childhood data system, 2007 kentucky gseg general supervision...
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© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Kentucky GSEGGeneral Supervision Enhancement Grant
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
The GSEG Outcomes and Process Overview of Continuous Assessment Guide
and implications for First Steps How KEDS is working for Preschool Behind the Scenes – Ensuring valid and
reliable data
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Two Major Goals
Pilot the Standards and Continuous Assessment Guide to Determine….
– how well CBA address the standards and outcomes– how well children with disabilities fit into the framework– supports needed to implement in programs state-wide
Pilot the 3 National Early Childhood Outcomes for Part C and 619 (Preschool) of IDEA
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Continuous Assessment Guide
Diagnostic section designed to support Evaluation activities as outlined in IDEA with respect to eligibility– Norm-referenced standardized instruments (908
KAR 2:130 & 635 of IDEA)
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Continuous Assessment Guide
Classroom/Instructional section designed to support Assessment activities as outlined 908 KAR 2:130 with progress monitoring and program planning
– Criterion referenced or curriculum based tools– “an ongoing process of observing a child's current
competencies (including knowledge, skills, dispositions and attitudes) and using the information to help the child develop further in the context of family and caregiving and learning environments”
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Continuous Assessment Guide
Purpose of Classroom/Instructional Assessments
1. Identify the individualized needs of children to inform intervention and instructional planning,
2. Develop individualized plans (e.g., IFSPs)
3. Inform families and other team members of child developmental status.
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Why CR/CB over Norm-Referenced
Gather information for all the major developmental domains or dimensions of development.
Tools were reviewed for their ability to:– Be developmentally and culturally valid; – Yield comprehensive and useful information – Allow for multiple methods from multiple sources without jeopardizing
reliability or validity – Connect to important learning represented in the Kentucky EC Standards,
Provide outcomes that match family goals and cultural preferences.
It is widely accepted that the tools included in the screening and diagnostic assessment section of CAG do not provide
information sufficient for the purposes of classroom/instructional program planning and this is supported
in 908 KAR 2:130.
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Objectives of GSEG
1. Determine current use of the standards and assessment guide
2. Help programs develop assessment systems for data on outcomes
3. Help programs use assessment data for child and program improvement
4. Document assessment process for replication
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
GSEG Pilot Sites
Anderson Co. Preschool– Rural public preschool center– ~ 300 children ages 3 and 4
Growing Together – Urban private early childhood center– ~180 children, ages 0-5 years
2 Rural/urban early intervention providers– ~20 children, ages 0-3
All serve children with & without disabilities
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Kentucky’s Approved Assessment Tools
Preschool Child Observation Record (COR)
Child Observation Record for Infants & Toddlers (COR I-T)
Creative Curriculum OUNCE Scale Work Sampling System (WSS) Brigance Inventory of Early
Development-II (IED-II) Assessment, Evaluation, &
Programming System (AEPS) Early Learning Accomplishment
Profile (E- LAP)
Learning Accomplishment Profile–3 (LAP–3)
Transdisciplinary Play Based Assessment (TPBA)
Hawaii Early Learning Profile (HELP)
Carolina Curriculum for Preschoolers with Special Needs ( CCPSN)
Carolina Curriculum for Infants and Toddlers with Special Needs (CCITSN)
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Kentucky’s Approved Assessment Tools
Preschool Child Observation Record (COR)
Child Observation Record for Infants & Toddlers (COR I-T)
Creative Curriculum OUNCE Scale Work Sampling System (WSS) Brigance Inventory of Early
Development-II (IED-II) Assessment, Evaluation, &
Programming System (AEPS) Early Learning
Accomplishment Profile (E- LAP)
Learning Accomplishment Profile–3 (LAP–3)
Transdisciplinary Play Based Assessment (TPBA)
Hawaii Early Learning Profile (HELP)
Carolina Curriculum for Preschoolers with Special Needs ( CCPSN)
Carolina Curriculum for Infants and Toddlers with Special Needs (CCITSN)
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
GSEG Activities
Year 1 (2004-05) – Training on standards and assessment guide – Selection of assessment tools– Training on assessment tools by publishers
Year 2 (2005-06) – Collection of data on all children served by pilots – Training on assessment tools– Developing data platform for correlations to standards and
to OSEP child outcomes
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
What is KEDS?
Kentucky Early Childhood Data System
Provides a consistent platform for collection of data from:– Diverse programs and providers across the state– Diverse numbers of approved assessment tools
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Why KEDS?
Supports improved instruction through ongoing, continuous assessment– Gathering information in the context of everyday
routines and activities to obtain a representative picture of children’s abilities and progress
Improves outcomes for children Documents child outcomes for Office of
Special Education
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
How Does Continuous Assessment Work for Early Intervention Providers
Embedded with RBI Supported by the
Consultative Model Requires ongoing
communication among team members
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
How Does Continuous Assessment Work for Early Intervention Providers
Providers continue to record observations, field notes, gather “evidence” following a home visit
Providers continue to communicate with other members of the child’s team and family members on progress (IFSP goals and outcomes)
Providers record mastery of skills as appropriate on assessment protocol.
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Example with Carolina Curriculum
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
How Does Continuous Assessment Work for Early Intervention Providers
Providers record mastery of skills as appropriate on assessment protocol.
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
How KEDS was Designed for Preschool
Ongoing meetings with OSEP, ECO and KDE staff (accountability and early childhood) to determine: – how the system should integrate with state data
system– who should enter data and at what level– what formats should be used by those in the field– how training and support will be provided for
assessments and data transmission
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
How KEDS works for Preschool
Log In Accounts created at two levels
Preschool Coordinators have access to all children in their program
Teachers have access to children on their caseload
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
How KEDS works for Preschool
Child level data is imported into the system from KDE
STI – child tracking system
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
How KEDS works for Preschool
Preschool Coordinators establish the teacher accounts and assign children to the teacher
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
How KEDS Works for Preschool
Teachers conduct quality assessments on each student:
Teachers tally data twice a year– November– May
Coordinators monitor teacher assessments and data entry for accuracy
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
How KEDS Works for Preschool
Teachers verify imported data and complete additional demographic data on each child
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Verification of Data
Child Unique Identifier Number Date of Birth Name Gender Ethnicity IEP Enrollment Date Exit Date District School
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Additional Data
Does child have an IEP – Developmental Delay, Speech/Language, or Severe
Child Status– at-risk eligible (up to 150 % of poverty)– over income– LEP
Assessment used with child and format of the assessment (on-line, diskette, or paper-and-pencil)
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Assessment Recording Formats
Online systems - direct administrative access is provided to UK
Diskette or CD systems - electronic submission of information via Keds Online
Paper-and-pencil versions– Publisher permission to establish data entry
system– Transmit data via Excel via Keds Online
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Sample Paper – Pencil Entry System
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
What Happens Behind the Scenes - Methodology
Align individual assessment items to KY standards and benchmarks then to OSEP Outcomes
Activity– Conceptual framework– 4 phase validity process
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
KY’s Conceptual Framework
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Benefits of the System
Allows flexibility for providers to choose a tool that best meets the needs of individual children (with state guidance)
Puts the focus on implementing high quality assessments that provide immediate data to support intervention
Immediately responsive to changes in required outcome reporting at the federal level
Allows for reporting across multiple programs
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
How Does KEDS Work?
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
4-Phase Validation Process
Expert Panel – General cross walk of all CB assessment tools to benchmarks and
outcomes– Detailed cross walks of all assessment items to benchmarks for
preschool tools Statistical analysis of child data on benchmarks, standards and
OSEP outcomes (Correlational and Factor Analysis) for three pilot assessments
Concurrent validity studies of 2 assessments using BDI-II Teacher/Provider ratings and rankings of child progress on
standards, benchmarks and OSEP outcomes
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Sample CrosswalkArts & Humanities Standard 1: Participates and shows interest in a variety of visual art, dance, music and drama experiencesBenchmark 1.1: Develops skills in and appreciation of visual arts
Developmental Continuum
Example Behaviors COR CC WSS LAP-3
AEPS Brigance
CCPSN
Help
1)Uses a variety of media and materials for exploration (e.g. paint, glue, three-dimensional materials, technology, etc.).2)Uses a variety of art forms, elements and materials for representing people, places, and things in the environment.3)Observes and responds to artwork produced by other individuals and/or cultures.
1. Kenny chooses to paint at the easel three days in a row. He paints with one color, covering the entire page.2. Sally uses finger paint to make swirls on black paper. 3. Shavon uses glue and ribbon on paper.4. The teacher puts Q-tips at the art table and Monica dips them in paint to make spots on paper. 5. Ben uses a computer program to create a picture then glues on a tree-twigs picture frame after printing the picture.1. Olivia uses markers to draw eyes, nose, and a mouth on a paper plate.2. Jarrad paints a picture of his dog at the easel.3. Maggie sticks leaves she has gathered outside to a tree trunk shaped from play-dough.4. Trina builds her house with Popsicle sticks and glue.5. Kyle draws a picture of his brother, including facial features, hair, arms/hands, legs/toes, and a belly button.1. Katie watches a classmate making a snake out of clay and then makes one herself.2. Brian looks intently at the picture of the farm. He says, "The horses are running and the sheep are eating the grass."3. Michelle comments that some of the trees in the photograph are green and some are orange.4. After the teacher reads the story about Native American mask making, Mark paints a Native American mask using watercolors.
I.1J.1, 2l.2-5J.3-5X.2None
None37. F through IIINone
NOTE:FOR ALL WSSITEMS, ALL ITEMS REFER TO 3’S AND 4’S UNLESS OTHERWISE NOTEDVI. A.3NoneVI. B.1
FM 4, 9, 10, 16, 19, 25, 30, 32, 35, 39;PW 1, 2, 6, 8, 13, 16, 17FM 34PW 14, 29None
NoneFM B 2.1None
NoneC-3.6, 3.7None
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Statistical Validation of Items
Data reduction– Based on crosswalk analysis, single items pulled together
to create scales, a confirmatory factor analysis conducted to ensure items are measuring the same dimension
Establishing reliability– Are the scales measuring the content of the benchmark with
repeated use? Ensuring internal consistency
– Do the scales from the crosswalk “hang” together? Predictive validity
– Regression analysis
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Statistical Validation of Items
Conduct sample tests*– Measures of central tendency– Outlier analysis
Test individual assessment tools– Measures of central tendency– Outliers within tools– Investigate age bands - If no age bands are available
for individual assessments, investigate continuum* No group norms are available for B-3 tool selection, therefore in depth analysis of the
sample for B-3 will be the main focus
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Statistical Validation of Items
Convert individual assessment scores to common metric
– Allows for comparison between assessments that was not possible before conversion
Conversion formula
– Conversion based solely on the individual assessment tool,
and once converted, can be compared to any other z score– Investigate the relationship of items and scales to KY
benchmarks
x - µZ = σ
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Statistical Validation of Items
Align KY benchmarks to OSEP outcomes Report entry data on Outcomes based on
OSEP’s five category reporting system
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
Final Conversations and Questions
Have the funding to support the system design for First Steps and other CHFS early childhood programs
Need to complete the validation work with 0 – 3 assessment tools
Need to identify specific program issues and considerations for implementation, specifically….
© Caroline Gooden, Kentucky Early Childhood Data System, 2007
How KEDS can be designed to support Early Intervention
Continued meetings and discussions with OSEP, ECO and EI staff to determine:
1. How the system should integrate with state data system – specifically CBIS
2. Who should enter data and at what level
3. What formats should be used by providers
4. How training and support will be provided – have trainers available for most assessments
5. Data transmission processes – have basic systems in place
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