assessment and young children with disabilitiesceelo.org/wp-content/uploads/2013/09/hebbeler.pdf ·...
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Assessment and Young Children with Disabilities
Kathy Hebbeler SRI International
1 Early Childhood Outcomes Center
CEELO Roundtable San Francisco, CA June 2013
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Early Childhood Outcomes
Center 2
The Early Childhood Outcomes (ECO) Center
• Funded by the Office of Special Education Programs (OSEP)
• Mission: to provide leadership and TA to states to build outcome measurement systems for Part C and 619 programs.
• Worked with stakeholders to identify outcomes and the parameters of the measurement system (2003 to present).
• First data reported in February 2007
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Early Childhood Outcomes
Center 3
The Early Childhood Outcomes (ECO) Center
• 3 child outcomes • Positive social emotional skills (including positive
social relationships) • Acquisition and use of knowledge and skills (including
early language/ communication [and early literacy]) • Use of appropriate behaviors to meet their needs
• Child Outcome Summary (COS) process www.the-eco-center.com
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4
The Center for IDEA Early Childhood Data Systems (DaSy)
• A new 5-year Center funded by OSEP to assist states with improving Part C and Part B preschool data
• Provide TA to Part C and 619 programs: – Build better data systems – Link to their state’s coordinated EC data system – Link to their state’s longitudinal data system – Improved capacity to use data
www.dasycenter.org
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Part C MIECHV
Early Head Start Head Start
Preschool Special
Education
Child Care
State Pre-K
K-12
K-12 Special Education
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Part C
MIECHV Early Head
Start Head Start
Preschool Special Education
Child Care
State Pre-K
K-12
K-12 Special Education
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Young children with disabilities are in all of
these programs.
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Early Childhood Outcomes
Center 8
Assessing young children with disabilities
• Good EC assessment is good EC assessment
• Principles that apply to typically developing children apply to children with disabilities – See NAEYC position statement http://www.naeyc.org/positionstatements/cape
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Early Childhood Outcomes
Center 9
Considerations Related to Assessment of Young Children with Disabilities
• Universal design • Construct irrelevant variance • Adaptations • Floor effects • Sensitivity to growth
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Universal Design for Learning (UDL)
• Principles for curriculum development • Give all individuals equal opportunities to learn. • Blueprint for creating instructional goals,
methods, materials, and assessments that work for everyone
10 Early Childhood Outcomes Center
http://www.cast.org
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Principles of UDL
1. Provide multiple means of representation
2. Provide multiple means of action and expression
3. Provide multiple means of engagement
11 Early Childhood Outcomes Center
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Construct Irrelevant Variance (CIV)
• Child has the concept but does not get credit for the item because – Can’t point – Can’t speak – Can’t attend for even short periods of time – Can’t understand the instructions – Etc.
• Major problem with rigidly standardized direct assessments.
**Standardizing the conditions does not standardize the experience for the child.**
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DAP please
• Assessments with rigid administration procedures create validity issues for children with disabilities
• But, they also create validity issues for young children in general….
• Valid assessment of young children requires giving children multiple opportunities to demonstrate competence
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Response to Intervention (RTI) and EC
• Making informed instructional decisions based on assessment results
• Emerging challenges: – How many assessments?? – Quality of tier 1 (even in state Pre-K) – Can an entire class be at tier 2? – Relationship to identification for special
education • Joint paper from DEC/NAEYC/NHSA
14 Early Childhood Outcomes Center