Assessing young children in inclusive settings : the blended practices approach / by Kristie Pretti-Frontczak, Ph.D. and Jennifer Grisham, Ed.D. Lynn D. Sullivan, M.Ed.

Format:

Book

Author/Creator:

Pretti-Frontczak, Kristie, author.

Kelder, Christopher, 1962- author.

Sullivan, Lynn, author.

Language:

English

Subjects (All):

Educational tests and measurements.

Early childhood education.

Inclusive education.

Physical Description:

1 online resource (xxi, 290 pages) : illustrations

Edition:

Second edition.

Place of Publication:

Baltimore, Maryland : Brookes Publishing, [2023]

Summary:

"[No book summary available at this time.]"-- Provided by publisher.

Contents:

Cover

Title Page

Copyright Page

Contents

About the Downloads and Online Companion Materials

About the Authors

About the Contributors

Foreword

Acknowledgments

Dedication Page

Section I: Recommended Practices (Assessment Processes)

Chapter 1: Introduction

Why a Second Edition

Major Themes of this Book

Authenticity

Collaborative Partnerships

Utility

Educational Equity

Overview of Major Book Sections

Section II: Reasons for Conducting Assessment (Assessment Purposes)

Section III: Special Topics in the Assessment of Young Children

Intended Audience and Use

Definitions of Key Terms

Assessment

Blended Practices

Teacher

Summary

References

Chapter 2: Recommended Practices in Authentic Assessment

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

Chapter 3: Family Involvement in the Assessment Process

Involving Families in the Assessment Process

Ecological Systems Theory

Adult Learning Theory

Family-Centered Practices

Legal Mandates

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

Chapter 4: Recommended Practices for Determining Technical Adequacy

Technical Adequacy

Validity

Reliability

Bias

Classification of Measures

Common Practices Related to Conventional Assessment

Calculating Chronological Age

Establishing Basal Ceiling

Adjusting for Prematurity

Interpreting Reports

Chapter 5: Critical Decision-Making Practices

Overview of the Decision-Making Process

Step One: Gathering

Guiding Principle: What to Observe

Guiding Principle: Who Observes

Guiding Principle: When and Where to Observe

Guiding Principle: How Often to Observe

Step Two: Documenting

Written Descriptions

Visuals and Artifacts

Counts and Tallies

Step Three: Summarizing

Numerical Summaries

Visual Summaries

Narrative Summaries

Step Four: Analyzing

Patterns

Trends

Step Five: Interpreting

Appendix A: Lists of Recommended Practices for the Decision-Making Process

Chapter 6: Assessment for Program Planning Purposes

Definition and Purposes of Assessment for Program Planning

Conducting Program Planning Assessments

Selecting a Curriculum-Based Assessment for Program Planning

Curriculum-Based Assessment Rating Rubric

Administering Curriculum-Based Assessments

Assessment Fidelity

Assessment Activities

Using Information From Curriculum-Based Assessments to Program Plan

Making Decisions for Program Planning

Identifying Who Needs to Learn What

Sorting Children by Outcomes

Multi-Tiered Systems of Support

Appendix B: Revised Curriculum-Based Assessment Rating Rubric and Glossary

Chapter 7: Assessment for Progress Monitoring Purposes

Progress Monitoring.

Recommended Progress Monitoring Practices

Holistic Approach to Progress Monitoring

Progress Monitoring Decision Making

Tiered Model of Progress Monitoring

Sharing Progress Monitoring Information

Communicating With Families

How and When to Share Progress Monitoring Information

Chapter 8: Recommended Practices in Identifying Children for Special Services

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

Chapter 9: Program Evaluation

Types of and Reasons for Conducting Program Evaluation

Individual Classroom-Level Evaluations

Local Program-Level Evaluations

State-Level Evaluations

Federal Program Evaluations

Methods for Collecting Program Evaluation Data

Child Outcome Data

Program Observations

Stakeholder Input

Record Review

Recommended Practices

Planning for Program Evaluation

Conducting a Program Evaluation

Using Program Evaluation Data

Chapter 10: Recommended Practices for Assessing Children Who Are Dual Language Learners or Multilanguage Learners

General Considerations for Assessing Children Who Are Dual Language or Multilanguage Learners

Challenges of Assessing Children Who Are Dual or Multilanguage Learners

Specific Recommendations

What to Assess

How to Assess.

Influences and Biases

Interchangeable Cuing Systems

Alternative, Flexible Materials

Alternative Responses

Measures

Chapter 11: Recommended Practices for Assessing Children With Severe and Multiple Disabilities

Transdisciplinary Teaming

General Considerations for Assessing Children With Severe and Multiple Disabilities

Children With Complex Medical Needs

How to Assess

Influences and Biases

Chapter 12: Kindergarten Assessment

Kindergarten Readiness and Kindergarten Assessment

Timely Referrals and Tiered Instruction

Program Planning in Kindergarten Classrooms

Curriculum-Based Measures

Curriculum-Based Assessments

Index

Back Cover.

Notes:

Includes bibliographical references and index.

Description based on publisher supplied metadata and other sources.

Other Format:

Print version: Pretti-Frontczak, Kristie Assessing Young Children in Inclusive Settings

ISBN:

9781681256016

1681256010

9781681256009

1681256002

OCLC:

1352974392