Docstoc

NAEYC AND EARLY CHILDHOOD ASSESSMENT

Document Sample
NAEYC AND EARLY CHILDHOOD ASSESSMENT Powered By Docstoc
					 Promoting Positive Outcomes
 for Children with Disabilities:
DEC’s New Recommendations for Curriculum,
    Assessment and Program Evaluation

           Beth Rous, Ed.D,
          Marilou Hyson, Ph.D.
             DEC Webinar
             May 7, 2009
              Goals for Today
• Consider the larger context for supporting all
  young children’s positive outcomes.
• Receive an overview of the DEC paper on
  Recommendations for Curriculum, Assessment
  and Program Evaluation.
• Consider connections and alignment between
  DEC’s recommendations and the position
  statement of NAEYC and NAECS/SDE
• Discuss implications and challenges for
  – Professional Development,
  – Practice,
  – State and Local Policy
Handout for Today
NAEYC & NAECS/SDE POSITION STATEMENT ON
     CURRICULUM, ASSESSMENT, AND PROGRAM EVALUATION
NAEYC & NAECS/SDE POSITION STATEMENT ON
        CURRICULUM, ASSESSMENT, AND PROGRAM EVALUATION


• 2003 revision of 1991 position
• Responded to emerging issues, new research, and
  policy challenges
• Guided by committee of leaders from both
  organizations, other experts, extensive feedback from
  the field
• Includes specific recommendations and “indicators of
  effectiveness”
• Available from www.naeyc.org in brief and expanded
  versions, and a “Where We Stand” summary
• Endorsed by DEC
http://www.naeyc.org/about/positions/cape.asp
 THE CHALLENGE:
MAKING THIS HAPPEN
 FOR EVERY CHILD
        Response to the Challenge




http://www.dec-sped.org/index.aspx/About_DEC/PositionConcept_Papers/Promoting_Positive_Outcomes
              BACKGROUND
• Developed to serve as a companion document to
  the 2003 NAEYC & NAECS/SDE position statement
• Addresses the same three components:
  curriculum, assessment, and program evaluation
• Completed in 2007
• Intended audience is early childhood
  administrators and personnel who work with
  young children with disabilities
• Endorsed by NAEYC
KEY RECOMMENDATIONS
AND INDICATORS
OF EFFECTIVENESS
 Getting Where
We Want to Be—
  Aligning for
Better Outcomes
                        CURRICULUM
  NAEYC-NAECS/SDE INDICATORS                    DEC INDICATORS

• Children are active & engaged         • Multiple means of:
• Goals are clear & shared by all          – Representation provided
• Curriculum:                              – Engagement available
   – is evidence-based                     – Expression supported
   – builds on prior learning &         • Programs adopt curriculum
     experiences
   – is comprehensive
                                          goals that are clear and shared
                                          by all
• Professional standards validate
  the curriculum’s subject-matter       • Curriculum is comprehensive
  content                               • Programs strive to build &
• Content is learned through              maintain successful
  investigation & focused,                partnerships as curriculum is
  intentional teaching                    implemented.
• The curriculum is likely to benefit
  children
                                ASSESSMENT
                                             NAEYC-NAECS/SDE Indicators, cont.
   NAEYC-NAECS/SDE Indicators
                                             • Assessments use multiple sources of
                                               evidence gathered over time
• Ethical principles:                        • Screening is always linked to follow-
    – Assessment instruments are used          up
      for their intended purposes
    – Assessments are appropriate for
                                             • Use of individually administered,
      ages & other characteristics of          norm-referenced tests is limited
      children                               • Staff & families are knowledgeable
    – Assessment instruments are in            about assessment
      compliance with professional
      standards of quality
                                                       DEC INDICATORS
    – What is assessed is developmentally
      & educationally significant            • Assessment involves family-
                                               professional partnerships
• Assessment evidence is:
    – used to understand & improve
                                             • Assessments should be
      learning                                 developmentally and individually
    – gathered from realistic settings and
                                               appropriate and educationally
      situations that reflect children’s       significant.
      actual performance                     • Special care should be taken to
                                               ensure adherence to professional
                                               ethics and practices.
       PROGRAM EVALUATION
NAEYC-NAECS/SDE INDICATORS              DEC INDICATORS

• Engages in regular            • Evaluation efforts conform
  evaluation for continuous       to evaluation standards
  improvement                     including utility, propriety,
• Is guided by the goals          feasibility, & accuracy.
  identified by program,        • Logical approaches for
  families, & other               conceptualizing &
  stakeholders                    conducting program
• Examines a                      evaluations are used.
  comprehensive set of          • Correspondence exists
  results (families, staff,       between program
  community), not just child-     goals/objectives &
  oriented outcomes               evaluation questions &
• Uses scientifically valid       methods.
  evaluation designs, guided
  by a logic model              • Evaluation efforts employ
                                  participatory models.
              [more]
                                                [more]
          PROGRAM EVALUATION
     NAEYC-NAECS/SDE                     DEC INDICATORS
          INDICATORS             • Program evaluation
                                   describes what happened to
• Uses multiple sources of         participants.
  data                           • Data collection is efficient &
• Uses sampling when               reliable.
  individual children’s data     • Measures used in program
                                   evaluation yield reliable &
  are being used as part of        valid scores for young
  large-scale program              children with disabilities &
  evaluation                       their families.
• Ensures that safeguards        • Program evaluation data are
                                   used to inform:
  are in place if standardized
                                    – decision making.
  tests are used as part of
                                    – continuous improvement.
  evaluations
                                                [more]
       [more]
         PROGRAM EVALUATION
     NAEYC-NAECS/SDE                 DEC INDICATORS
        INDICATORS
                               • Program evaluation is alert
• Emphasizes children’s          to unforeseen positive or
  gains over time when child
                                 negative consequences of a
  assessments are used as
  part of program evaluation     program.
• Ensures that well-trained    • Evaluation results are
  individuals conduct            presented in formats
  evaluations—in fair and        relevant to diverse
  unbiased ways                  stakeholders.
• Publicly shares evaluation   • Program evaluators
  results—with families,         distinguish between formal
  policymakers, and other        efficacy research &
  stakeholders
                                 program evaluation.
    Reflecting on the Indicators
• Questions or Comments about the Indicators?
  – To what extent are the NAEYC and DEC indicators
    well-aligned?
  – What do the DEC indicators add, specific to
    children with disabilities and their families?
  – What are the implications and challenges of the
    DEC indicators for:
     • Professional Development,
     • Practice,
     • State and Local Policy
              Taking It Home

• What needs to be done to make this document
  relevant and useful to ALL?
  – Early Childhood Educators
  – Early Interventionists
  – Early Childhood Special Educators
  – Families
  – Administrators
  – Policymakers
               Questions:
To submit a question:
Click the Q&A icon in the header
                               Enter
                             question      Click
                             text here   submit to
                                           send


Individual questions can be
submitted to:
Marilou Hyson      Beth Rous
mhyson@naeyc.org   brous@uky.edu

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:11
posted:3/1/2012
language:
pages:20