Assessing Young Children in Inclusive Settings: The Blended Practices Approach

ISBN-13: 9781681255996 / Angielski / Miękka / 2022 / 296 str.

Sheresa Boone Blanchard

Spis treści

• Foreword
  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