Central Texas Guide to School Readiness : Benchmarks, Assessment and Response to Intervention Traini

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Central Texas Guide to School Readiness
Benchmarks, Assessment and Response to
Intervention Training

• Brian Mowry, M.A.
• presenter
• bmowry_at_austinisd.org

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Agenda for Todays Session

• Introduction
• Defining School Readiness
• Group Activity and Gallery Walk
• How the Central Texas School Readiness Guide Got
  Started
• Defining Developmentally Appropriate Assessment
• A Review of DAP Standards
• How the Central Texas School Readiness Guide is
  Aligned to the DAP Standards (Walking Through the
  Notebook)
• Assessment Strategies
• Child Watching and Anecdotal Records
• Sampling Student Work
• Clinical Interviews
• Dynamic Assessment and Response to Intervention
• Practicing What We Have Learned Scavenger Hunt
  Activity
• Discussion Identifying and Defining Roadblocks
  to Using the Central Texas School Ready Guide
• Closing Questions and Evaluations

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Introduction
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Welcome to the Central Texas Guide to School
Readiness!

• Was founded on the revised 2008 Pre-K Guidelines.
• Led by various organizations and agencies within
  Central Texas
• United Way Success By Six
• Region 13 Educational Service Center
• San Marcos Consolidated ISD
• Participating districts include Austin ISD,
  Bastrop ISD, Georgetown ISD, Hays CISD, Leander
  ISD, Manor ISD, Pflugerville ISD, Round Rock ISD,
  and San Marcos ISD
• Research collaborators include the University of
  Texas and Texas State University
• Facilitated by the E3Alliance Region PK-16
  Council.

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What is the E3 Alliance?

• A catalyst for change
• The P-16 Council for Central Texas

Aligning our education systems to better fulfill
the potential of every citizen and, in turn,
drive a globally competitive economic future
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E3 Alliance Model for Change
Bridging disconnects Overcoming
barriers Aligning resources and practices
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Central Texass Strategic Plan to build the
strongest educational pipeline in the country
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Regional Population BreakdownChildren 5 Years
and Under
Source http//txsdc.utsa.edu/tpepp/2006projectio
ns
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Almost 1 in 3 Central Texas Children Born to
Mothers without a HS Diploma
Source United Way Capital Area Success by 6,
2009 Indicator Report
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CT ELL Enrollment Has Grown at 3 Times General
Student Population
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Low Income Kids Face Larger School Readiness Gaps
Provided by United Way Capital Area Success by
Six
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Defining School Readiness
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What is the Definition of a School Ready Child?

• Introductory Activity
• On a sheet of paper, make a short, concise list
  of 3 attributes that you think define a school
  ready child. (Make an illustration to accompany
  your list.)
• When you are finished, post your description on
  the wall.
• Take a brief gallery walk to view everyones
  description.
• What are the differences?
• What are common themes?

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School Readiness A Systems View
Readiness is a function of the interaction of
the child with the resources, social and
material, of the institution and the resulting
enhancement or constraint of social and cognitive
development that this interaction provides
(Blair et al., 2007, p. 151).
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Central Texas Guide to School Readiness

• Based on TEA s Pre-k Guidelines, TEKS, best
  available research
• Helps teachers parents know what school
  readiness really looks like
• Public-Private Partnership adopting and using
  this tool!
• Quality Pre-K experiences significantly improve a
  childs likelihood of future education success
• A comprehensive list of student expectations and
  quality program indicators
• First School Readiness Guide in the state!

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1. Represented in the 2008 TEA Pre-K
Guidelines2. Developmentally appropriate and
measurable3. Predictive of a childs future
education success4. Aligned to TEKS The
Expectation is still that all Pre-k Guidelines
are taught
How Were the Outcomes Selected?
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Defining Developmentally Appropriate Assessment
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Developmentally Appropriate Practices Assessment
in Preschool

• According to the new DAP (2009), assessment in
  preschool should be
• Strategic and purposeful
• Systemic and on-going
• Integrated with teaching and curriculum
• Valid and reliable
• Communicated and shared

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Developmentally Appropriate Assessment Strategic
and Purposeful
Developmentally appropriate
In contrast

• Assessment is done for 4 beneficial purposes
• Planning and adapting curriculum to meet each
  childs developmental and learning needs
• Helping teachers and families monitor childrens
  progress
• Evaluating and improving program effectiveness
• Screening and identification of children with
  potential disabilities or special needs

• Assessments are done, but results are not used to
  provide information about childrens degree of
  understanding or to adapt the curriculum to meet
  their needs. Doing the assessment takes and
  excessive amount of time and attention away from
  interacting with children.
• Single test assessment is used for high-stakes
  decision-making (e.g. entry into kindergarten,
  special education referral).

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Group Activity

• Divide the Attributes of Preschool Assessment
  Cards evenly between you and your partner (5
  cards per person.)
• Read each assessment attribute and determine
  whether if it is developmentally appropriate or
  in contrast to DAP. Place the clothespin in the
  appropriate column on your card
• Share your decisions with your partner.
• Check you and your partners work with a neighbor
  team.

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Developmentally Appropriate Assessment Strategic
and Purposeful
Developmentally appropriate
In contrast

• Decisions that will have a major impact on
  children (kindergarten entry, grouping) are based
  on multiple sources of information. Sources
  include observations by teachers and specialists
  and also information from parents.

• Eligible-age children are denied entry to
  preschool based on a one-time readiness or
  achievement test, defined as measuring what the
  child already knows and can do. Readiness or
  achievement tests are used as the sole criterion
  to recommend that children not go to kindergarten
  or be placed in special classrooms.

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Developmentally Appropriate Assessment Systemic
and Ongoing
Developmentally appropriate
In contrast

• Regular health and developmental screenings are
  done by appropriate personnel to identify
  children who may need more in-depth, diagnostic
  assessment. Screening focuses on health needs
  and possible developmental delays.

• Screening are not frequent enough in view of
  childrens rapid growth and development in the
  preschool years.
• When a child appears to be having difficulty
  (i.e., is outside the typical performance range),
  no individual assessment is done.

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Developmentally Appropriate Assessment Integrated
with teaching and curriculum
Developmentally appropriate
In contrast

• Teachers assess children on an ongoing basis
  (i.e., observe, ask, listen in, check) during
  daily activities, including play. They document
  childrens learning and development, including in
  written notes, photographs, audio recordings, and
  work samples. They use this information both in
  shaping their teaching moment by moment and in
  planning learning experiences.

• Teachers dont determine where each child is in
  learning a new skill or concept, so they give
  every child the same learning experiences as
  every other child.
• Assessment results (observation notes, etc.) go
  straight into a folder and are never filed away.
  They are not reflected on to inform teachers how
  to help or challenge individual children.

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Developmentally Appropriate Assessment Valid and
Reliable
Developmentally appropriate
In contrast

• Assessments are matched to the ages, development,
  and background of the specific children. Methods
  include accommodations for children with
  disabilities.
• Teachers use a variety of methods/tools,
  recognize individual variation among learners,
  and allow children to demonstrate their
  competence in different ways.

• Teachers dont determine where each child is in
  learning a new skill or concept, so they give
  every child the same learning experiences as
  every other child.
• Assessment assumes background knowledge that some
  or all of the children dont have. Methods
  prevent a child from demonstrating what he
  actually knows and is able to do (e.g., asking
  Which block is red? in English when the child
  speaks only Spanish.

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Developmentally Appropriate Assessment Communicat
ed and Shared
Developmentally appropriate
In contrast

• Within the limits of appropriate confidentiality
  policies, teachers exchange information about
  each child across ages/grades (e.g., preschool
  teachers with kindergarten teachers), so children
  are prepared for the next challenge, and the next
  teacher knows each childs history.

• Assessment information is not used to help ease
  transitions for children form one setting or
  group to another or on to kindergarten.

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Moving from Everyone does their own thing.

• How do you currently assess your children?
• What changes would you like to make to the way
  you assess your children?
• What are the limitations in doing an assessment
  like the sample shown to the right?

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Moving ToOne Common Regional Assessment

• What are the benefits/ limitations of one common
  regional assessment?

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Defining Common Assessments

• How would you assess the following Pre-K
  Guideline after the 1st Nine Weeks of
  Instruction?
• III.D.1 Child retells or re-enacts a story after
  it is read aloud.
• Compare your assessment and expectations relative
  to this guideline with the participants at your
  table.

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How will the Central Texas Guide to School
Readiness Benchmarks help me to assess young
children in a developmentally appropriate manner?
Strategic and Purposeful

• The Guide will
• Support teachers
• -to implement new Pre-K Guidelines
• -to monitor student progress and provide
  differentiated instruction
• Measure school readiness in kindergarten
• -NOT as an accountability measure, but to
  identify where support and resources are needed
• Educate and support parents
• Align standards across school districts,
  childcare, and Head Start

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How will the Central Texas Guide to School
Readiness Benchmarks help me to assess young
children in a developmentally appropriate manner?
Systemic and Ongoing

• Each of the 16 selected competencies are broken
  down into incremental nine-week benchmarks that
  measure and specify observable behavior in
  relation to the final outcome.

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Group Activity

• Work with your partner to review your assigned
  nine-week benchmark cards. (The cards are
  located in your plastic baggie.)
• Order the cards by how the respective Texas Pre-K
  Guideline that they measure would grow by
  nine-week intervals.
• When you and your partner finish, switch places
  with you neighboring team and compare and check
  each others work.
• Get your Central Texas Readiness Guide to School
  Readiness Binder and be prepared to confirm your
  answers.

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Taking A Tour of the Central Texas Guide to
School Readiness

• The Front Mater contains
• A Table of Contents
• Acknowledgements
• An Assessment Flowchart
• Explains how to use the documents located inside
  the assessment guide.
• Central Texas Guide to School Readiness
• An explanation of the background and history of
  this document

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Taking A Tour of the Central Texas Guide to
School Readiness

• Each Tab is Divided by
• Content Domains
• Assessment and Addendum Pages
• Report Card and Student Summary Sheets

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Taking A Tour of the Central Texas Guide to
School Readiness

• Each Content Domain has
• Table of Contents
• Pre-K Guideline Cover Sheet
• Assessment Strategies
• Class Summary Sheet
• Response to Intervention Strategies

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How will the Central Texas Guide to School
Readiness Benchmarks help me to assess young
children in a developmentally appropriate manner?
Systemic and Ongoing

• There is one assessment benchmark for each of the
  16 Pre-K Guidelines selected by the Central Texas
  School Readiness Task Force.
• Each benchmark has one page devoted to how it
  should be measured
• The Pre-K Guideline is highlighted at the top of
  the page.

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How will the Central Texas Guide to School
Readiness Benchmarks help me to assess young
children in a developmentally appropriate manner?
Systemic and Ongoing

• Each of the 16 selected competencies are measured
  by one consistent continuum and scale located at
  the top of the benchmark form.
• The childs progress is rated in one of 4
  different codes
• Focus
• Get Ready
• Set
• Go

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Focus ?

• The child does not demonstrate the specified
  nine-week benchmark in relation to its respective
  Pre-K Guideline.
• This warrants further attention from the teacher
  or outside specialists as the performance of the
  child might be attributable to factors other than
  a lack of understanding
• Is the child in an appropriate classroom
  environment where he/she is able to demonstrate
  his/her understanding?
• Are the childs physical, emotional, or
  environmental needs being met at home and at
  school? e.g. Does the child suffer from hearing
  loss?

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Get Ready ?

• The child can perform the designated nine-week
  benchmark only through intensive, one-on-one
  support or scaffolding from the teacher.
• Example 1 The child needs a name card with
  certain letters underlined to help him remember
  which ones he he typically omits when he writes
  his name.
• Example 2 The child needs the teacher to
  organize a collection of counters in a straight
  line so that he can keep track as he counts them
  and maintain one-to-one correspondence.
• The child is READY for and will benefit from
  instruction.

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Set ?

• The child demonstrates the designated nine week
  outcome independently with no or only minor
  assistance/ reminders from the teacher.
• The child can demonstrate the outcome in multiple
  contextsin centers interacting with friends, at
  home, during whole or small group discussions and
  lessons.

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Go ?

• The child goes well beyond the specified
  nine-week benchmark and is progressing toward the
  final Pre-K guideline or the related Kindergarten
  TEKS or end-of-year expectation.
• The child might need acceleration beyond the
  instructional strategies that are designated in
  the Pre-K Guidelines.

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How do the nine-week benchmarks change and grow
in intensity each nine-week interval?

• The number of items the child must recognize or
  identifye.g. 10 letters or 3 shapes.
• The range of behaviors up to which the child must
  perform each taske.g. rote count, keep track of
  counting, maintain one-to-one correspondence,
  etc.
• The frequency the behavior is observed
• Occasionally (25 of the time)
• Typically (50 of the time)
• Frequently (75 of the time)
• Consistently (90 of the time)
• No child (nor adult for that matter) is 100
  accurate all of the time.

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How will the Central Texas Guide to School
Readiness Benchmarks help me to assess young
children in a developmentally appropriate manner?
Systemic and Ongoing

• There is a space designated at the bottom of each
  benchmark page for teachers to record their
  students performance in relation to the
  designated Pre-K Guideline and nine-week
  interval.
• The Class Summary Sheet is double sided to
  accommodate half-day classesA.M and P.M.

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How will the Central Texas Guide to School
Readiness Benchmarks help me to assess young
children in a developmentally appropriate manner?
Integrated with Teaching and Curriculum

• In addition to a scale, a continuum of nine-week
  benchmarks, and a class summary sheet, each of
  the 16 designated Pre-K Guidelines is accompanied
  by an Assessment Strategies page, which proceeds
  its respective Class Year-at-a-Glance page.
• Strategies are organized in steps
• Step 1 On-going observations
• Step 2 Occasional sampling of student work
• Step 3 Taking a closer look

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How will the Central Texas Guide to School
Readiness Benchmarks help me to assess young
children in a developmentally appropriate manner?
Integrated with Teaching and Curriculum
Response to Interventions

• List instructional responses to meet the needs of
  individual students based on each childs
  performance at the conclusion of every nine-week
  reporting period.
• Provide suggestions on how to differentiate
  instruction matched to the diverse range of
  abilities in a single classroom.
• Are matched to the Focus, Get Ready, Set, Go
  continuum.
• Can be used at the end of each nine-week
  reporting period as a discussion board for team
  planning.

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How will the Central Texas Guide to School
Readiness Benchmarks help me to assess young
children in a developmentally appropriate manner?
Valid and Reliable

• The reference section at the back of the notebook
  provides evidence of the many empirical studies
  and teacher resources that the authors of this
  document used to research the social emotional,
  linguistic, and cognitive milestones of typically
  developing 3-, 4-, and 5-year-olds.
• Some of the resources listed in the reference
  section were consulted to gather suggestions on
  the most suitable contexts for assessing young
  children, as well as to locate response to
  intervention strategies to assist in
  differentiated instruction.

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How will the Central Texas Guide to School
Readiness Benchmarks help me to assess young
children in a developmentally appropriate manner?
Communicated and Shared

• Allows teachers to record individual student data
  in relation to a childs yearly growth and
  progression toward the 16 Central Texas selected
  Pre-K Guideline competencies.
• More specific than a one-page report card.
• Can be placed in the childs portfolio.

• Communicates the childs progress to parents,
  administrators, and future kindergarten teachers

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Assessment Strategies
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Assessing What Young Children KnowContext
Matters

• Observe how the children in both videos
  demonstrate what they know. What is similar and
  what is different?
• What are the advantages and disadvantages of both
  contexts? Is one method better than the other?

Natural Contexts Childrens Everyday Activity
On-Demand, One-on-One Contexts Student Interview
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NCLB Accountability in Preschool

• As the pressures of NCLB (No Child Left Behind)
  continue to surmount in third grade, particularly
  in math and reading, there is more emphasis and
  scrutiny on the academic performance of
  preschoolers.
• This situation can have a potentially deleterious
  effect on preschoolers disposition toward
  learning and school.

(Stipek, 2006)
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A Recommendation from the National Goals Panel on
Assessment for Young Children

• because young children come to know things
  through doing as well as through listening, and
  because they often represent their knowledge
  better by showing than by talking or writing,
  paper and pencil tests are not adequate (p. 4).

(Shepard, Kagan, Wurtzs, 1998)
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Leading Activities Developmental
Accomplishments in Childhood
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Leading Activities Developmental
Accomplishments in Childhood
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Leading Activities Developmental
Accomplishments in Childhood
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The Role of Preschool Play

• Badrova and Leong (2005) suggest that play can
  serve a vehicle for helping children move from
  impulsivity and reactive thinking to learning on
  demand and focused intentionality

Preschooler
School Age

• Reactive thinker
• Dominated by perception and sensation.
• Focuses on the most salient (often irrelevant)
  characteristics of a situation

• Can learn on demand.
• Focus on relevant information and details.
• Demonstrates metacognitive abilityreflecting on
  ones own thinking

Play
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How do preschoolers develop school readiness
behaviors?

• Play is the leading activity among preschoolers.
• Pretend play
• Creates a Zone of Proximal Development to support
  emerging skills
• Facilitates the separation of thought from
  actions
• Facilitates self-regulation
• Impacts Motivation
• Facilitates cognitive de-centeringe.g. the
  ability to take other peoples perspectives

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Vygotskys Thoughts on Play
So what does play have to do with ZPD?
Action in the imaginative sphere, in an imaginary
situation, the creation of voluntary intentions,
and the formation of real-life plans and
volitional motivesall appear in play and make it
the highest level of preschool development. (p.
102)
(Vygotsky, 1978)
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How Play Influences Development

• Play creates a zone of proximal development for
  many areas of intellectual development.

• Play establishes a ZPD for the child by providing
  support for skills that are on the edge of
  emergence.
• The roles, rules, and motivational support
  provided by the imaginary situation the
  assistance necessary for the child to perform at
  a higher level of his ZPD.

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How Play Influences Development

• Play facilitates the separation of thought from
  actions and objects.

• Play requires the substitution of one object for
  another, thus helping the child to separate the
  meaning of the object from the object itselfe.g.
  using a cylindrical block as a cup (the shape of
  the block signifies the property of cupness
• Children act in accordance with internal ideas
  rather than with external reality.

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How Play Influences Development

• Facilitates the Development of Self-Regulation.

• Self-regulation becomes possible in play due to
  the childs need to follow the rules of the play
  and because partners constantly monitor each
  others compliance to these rules (e.g. You be
  the mommy and Ill be the baby. )
• Language transforms behavior from manipulation to
  playthe child must label an action with words
  (e.g. Pretend you are putting me to bed.)

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How Play Influences Development

• Impacts the Childs Motivation.

• Immediate goals (reactionary) can be forgone in
  order to reach long-term goals(intentional)e.g.
  I have to postpone my make-believe city play by
  first making bridges, towers, and houses.
• By coordinating short and long term goals,
  children become aware of their own actions, which
  makes it possible to move from reactive behaviors
  to more intentional ones.

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How Play Influences Development

• Facilitates cognitive de-centering.

• The ability to take other peoples perspectives
  is critical for coordinating multiple roles and
  negotiating play scenarios.
• Children learn to look at objects through the
  eyes of their play partner (e.g. To react as a
  patient, I must first put myself in the shoes of
  the doctor to anticipate what she will do so I
  will know how to reactThe doctor wants to cure
  me when she gives me a shot I will say ouch.

(Badrova Leong, 2007)
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Secondary (Albeit Important) Activities in the
Preschool Classroom

• Games with Rules.
• Productive activities
• Drama and storytelling
• Block building
• Art/Drawing
• Preacademic activities
• Early Literacy
• Mathematics
• Motor activities (large muscle)

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Leading Activities Developmental
Accomplishments in Childhood
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Authentic Assessment
Clincal Interviews
Photos
Anecdotal Records
Portfolio
Work Samples
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Assessment Strategies
Step 1 On-Going Observations Child Watching and
Anecdotal Records

• Is informal and happens all of the time as the
  teacher interacts with students individually, in
  centers, or in small and whole groups.
• Provides an unobtrusive and natural context for
  observing what children can do when they are
  fully engaged in a self-selected activity.
• Is the least disruptive method of collecting
  datae.g. the teacher does not have to stop
  teaching and then assess.

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Sample of a Teachers Anecdotal Records
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Assessment Strategies
Step 2 Occasional Sampling of Student Work

• Includes writing samples (e.g. pretend grocery
  lists the child has created in the pretend play
  center, or an entry selected from the childs
  daily journal) and artifacts, such as photos of
  children working on a self-initiated project.
• When gathered systemically and over time, shows
  hard evidence of a childs progress in relation
  to a standard .

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Looking At Student Work

• What can you tell by looking at this childs
  writing sample?
• What additional information do you need for
  documentation?
• How do you use this sample to judge the childs
  progress in relation to a standard?

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Looking At Student Work

• This is the additional information the teacher
  collected to supplement this sample and to
  provide documentation for the context in which it
  was generated
• 5-year-old Marisol produced this sample in the
  writing center.
• According to Marisol, her writing says, I like
  my dog. I take good care of him.

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Practice Activity Analyzing a Student Work
Sample

• Locate the Emergent Literacy Tab in your
  Assessment Notebook.
• Turn to page 13, Assessment Strategies for Pre-K
  Guideline IV.B1.
• Go to the bottom of the page and use the Emergent
  Writing Continuum to determine what stage might
  be best representative of Marisols writing
  sample.

Located on p. 13 of the Emergent
Literacy Assessment Strategies
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Is it Writing or a Picture?

• Which of these would you consider writing? Which
  of these would you consider drawing?

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Is it Writing or a Picture?

• This is a phone message, written by a 3-year-old
  in the midst of dramatic play.

• This is a 3-year-old childs signature.

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How do you differentiate writing from drawing?

• Gather information about the context in which the
  artifact was generated.
• Interview the child This looks interesting.
  Tell me about what you did on this paper.
• Remember that writing marks are lined up
  pictures are not

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Practice ActivityAnalyzing Student Work Through
the Lens of a Benchmark

• The student samples shown at the right are
  collections in a childs portfolio. The teachers
  uses these artifacts to document the childs
  progress in writing.
• Consult the 2nd Nine Weeks Benchmark for Pre-K
  Guideline IV.B.1 (See page 14 under the Emergent
  Literacy Tab.)
• Assuming that Tanya can write most of the letters
  in her name, where is she in relation to the
  Central Texas School Readiness 2nd Nine-Week
  Benchmark for Pre-K Guideline IV.B.1?Focus? Get
  Ready? Set? Go?

Pre-K Guideline IV.B1 Child independently uses
letters or symbols to make words or parts of
words (including own name.)
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Assessment Strategies
Step 3 Taking a Closer Look

• If observing young children in a systematic way
  is a new undertaking for you, start small.
• Select 3 children, each of whom you think would
  most likely fall within 3 basic categoriese.g.
  low, medium, high.
• Use clinical interviews and the more intensive
  checklists found in the Assessment/Addendum Pages
  to gather specific, detailed information on each
  of the 3 children you have selected to observe
  in-depth.
• (The Addendum Pages are located under the 5th Tab
  in you Assessment Notebook.)

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Clinical Interviews Decision-Making Process
Initial Task (Question)
Interpretation
Clarify Question
Investigate (Probe)
Instruction!
Interpretation
Assessment
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Guidelines for Conducting Clinical Interviews

• Tasks should engage the child in thinking
  questions should encourage the child to describe
  it as fully and accurately as possible.

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Guidelines for Conducting Clinical Interviews

• Although effective tasks tend to be specific,
  productive questions should at first be
  open-ended
• Can you do it out loud?
• How did you figure that out?
• Can you show me how you did it?
• How do you know?
• How would you show it?

(Ginsburg, 1997)
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Guidelines for Conducting Clinical Interviews

• Questions should not bias response.
• Dont say Which line of candies has more?
• Say instead Do both lines of candies have the
  same number or does one line have more?
• Questions should not be leading.
• Dont say Did you get your answer by..?
• Say instead What did you do to get this
  answer?
• Questions should not restrict answerse.g. yes/no
  responses.

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Guidelines for Conducting Clinical Interviews

• Closely observe the childs behavior while she is
  solving the task.
• Suspend the tendency to correct and teach.
• Help the child to introspect. In other words,
  the child needs to learn a new, shared vocabulary
  of the mind, a vocabulary that can make public
  what is ordinarily private.

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Childrens Thinking
What knowledge and skills does a child need to be
able to understand the concept how many?
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Unpacking the TEKS
Breaking It Down TEKS K.1

• (K.1)  Number, operation, and quantitative
  reasoning. The student uses numbers to name
  quantities. The student is expected to
• (A)  use one-to-one correspondence and language
  such as more than, same number as, or two less
  than to describe relative sizes of sets of
  concrete objects
• (B)  use sets of concrete objects to represent
  quantities given in verbal or written form
  (through 20) and
• (C)  use numbers to describe how many objects are
  in a set (through 20) using verbal and symbolic
  descriptions.

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Unpacking the Texas Pre-K Guidelines
V. Mathematics Domain
A. Counting Skills Prekindergarten aged children
show basic counting readiness and counting by
using nonverbal and verbal means.
V.A.1. Child knows that objects, or parts of an
object, can be counted. V.A.2. Child uses words
to rote count from 1 - 30. V.A.3. Child counts 1
- 10 items, with one count per item. V.A.4.
Child demonstrates that the order of the counting
sequence is always the same, regardless of what
is counted. V.A.5. Child counts up to 10 items,
and demonstrates that the last count indicates
how many items were counted. V.A.6. Child
demonstrates understanding that when counting,
the items can be chosen in any order. V.A.7.
Child uses the verbal ordinal terms. V.A.8.
Child verbally identifies, without counting, the
number of objects from 1 - 5. V.A.9. Child
recognizes one-digit numerals, 0 - 9.
103
Number Operations
Childrens Thinking
Understanding How Many?
104
Number Operations
Childrens Thinking
Understanding How Many?

• Now How Many?
• Which way was easier to count? Why?

105
Number Operations
Childrens Thinking
Understanding How Many?

• Van de Walle (2004) outlines 3 different ways in
  which children think about quantities. Children
  develop through these stages, increasing in
  sophistication and efficiency
• Counting by ones.
• Counting by groups and singles.
• Counting by tens and ones.

106
Piaget Preoperational vs.Concrete Operations
Perception-Based Thinking
Child is fooled by how things look and sound
There are more circles than squares because the
line is longer.
(Trawick-Smith, 2003)
107
What Children Have To Learn About Number
Gelman Gallistel (1978) suggested that the
counting of young children involves five
principles

• One-to-one principle
• Ticking off items in a set with one tick for each
  item
• Stable order principle
• Number tags are repeated in stable order
• Cardinal principle
• The last tag tells how many items are in the
  set
• Conservation principle
• A set conserves its quantity
• Order-irrelevance principle
• The order in which you count the items does not
  matter.

108
What Children Have To Learn About Number
Ginsburg (1977) and Fuson (1988) have shown that
even rote counting is a complex activity

• Evidence from childrens counting errors suggests
  early understanding of the decade structurethat
  two-digit numbers comprise a tens and units
  value, with the repetition of the units sequence
  (1-9) for every decade above 20.
• 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
  20 21 22

109
Counting The Cardinal Concept
7
6
1
5
4
3
2
110
Understanding How Many?
Counting

• Counting is one of the first uses of number
• Being able to count accurately requires a child
  to regulate and perform a multitude of skills
• Rote counting
• One-to-one correspondence
• Keeping track

111
Understanding How Many?
Counting

• Counting is one of the first uses of number
• Being able to count accurately requires a child
  to regulate and perform a multitude of skills
• Rote counting
• One-to-one correspondence
• Keeping track

112
Understanding How Many?
Counting

• Counting is one of the first uses of number
• Being able to count accurately requires a child
  to regulate and perform a multitude of skills
• Rote counting
• One-to-one correspondence
• Keeping track

113
Understanding How Many?
Counting

• Counting is one of the first uses of number
• Being able to count accurately requires a child
  to regulate and perform a multitude of skills
• Rote counting
• One-to-one correspondence
• Keeping track

114
Understanding How Many?
Counting

• Counting is one of the first uses of number
• Being able to count accurately requires a child
  to regulate and perform a multitude of skills
• Rote counting
• One-to-one correspondence
• Keeping track

115
Understanding How Many?
Counting

• Counting is one of the first uses of number
• Being able to count accurately requires a child
  to regulate and perform a multitude of skills
• Rote counting
• One-to-one correspondence
• Keeping track

116
Understanding How Many?
Counting

• Counting is one of the first uses of number
• Being able to count accurately requires a child
  to regulate and perform a multitude of skills
• Rote counting
• One-to-one correspondence
• Keeping track

117
Understanding How Many?
Counting

• Counting is one of the first uses of number
• Being able to count accurately requires a child
  to regulate and perform a multitude of skills
• Rote counting
• One-to-one correspondence
• Keeping track

118
Understanding How Many?
Counting

• Counting is one of the first uses of number
• Being able to count accurately requires a child
  to regulate and perform a multitude of skills
• Rote counting
• One-to-one correspondence
• Keeping track

119
Understanding How Many?
Counting

• Counting is one of the first uses of number
• Being able to count accurately requires a child
  to regulate and perform a multitude of skills
• Rote counting
• One-to-one correspondence
• Keeping track

120
Understanding How Many?
Counting

• Counting is one of the first uses of number
• Being able to count accurately requires a child
  to regulate and perform a multitude of skills
• Rote counting
• One-to-one correspondence
• Keeping track

121
Understanding How Many?
Counting

• Counting is one of the first uses of number
• Being able to count accurately requires a child
  to regulate and perform a multitude of skills
• Rote counting
• One-to-one correspondence
• Keeping track

122
Understanding How Many?
Counting

• Counting is one of the first uses of number
• Being able to count accurately requires a child
  to regulate and perform a multitude of skills
• Rote counting
• One-to-one correspondence
• Keeping track

123
Understanding How Many?
Cardinality

• Cardinality is the understanding that number is
  used to tell how many?the last number you say
  in the count tells you how many are in the set.
• Children without an understanding of cardinality
  may recount a set of objects instead of stating
  the total after the initial count.

How many?
Twelve.
124
Understanding How Many?
One More/ One Less
How many now?

• Eventually, children begin to abstract numbers
  5-20 as they internalize these smaller quantities
  and develop a mental representation of each
  numbers amount.
• This internalization of number is present when
  children can say the new total when one more is
  added to a group of objects.

Mastery Child states the new total Thirteen.
Developing Child recounts the entire group of
objects starting back at 1.
125
Lets Watch a Clinical Interview
Go to the Mathematics Tab, and turn to page 1,
Assessment Strategies, for Pre-K Guideline
V.A.5. Locate the clinical interview at the
bottom of the page. Use the script to help you
follow along as you observe the videos.
126
Dynamic Assessment and Response to Intervention
127
Social Constructivist Theory Versus Behaviorist
Theory
128
Social Constructivist Theory Versus Behaviorist
Theory
Mediators/Tools
Linear Progression
Deliberate Memory
Perception
Concept
Sensory Motor Knowledge
Concept
Concept
Attention
Self-Regulation Meta-Cognition
Concept
Behaviorist
Social Constructivist
129
Mediators/ Anchors of Support

• The mediator must have special meaning for the
  young child and be able to invoke that meaning.
• The mediator must be attached to an object that
  the child will use before or while performing the
  task.
• The mediator must remain salient to the child.
• Combine mediation with language and other
  behavioral cues.
• Choose a mediator that is within the childs ZPD.
• Always use the mediator to represent what you
  want the child to do.
• When introducing a new mediator, have a plan for
  how the child will use it independently.

130
Scaffolded Support with a Mediator
Mediators
Childs Initial Attempt to Write His Name
(Anthony)
After Teacher Support/Scaffolding

• Teacher allows Anthony to find his name among
  other names.
• Removes all names that begin with A.
• Silent speechDown, Down, Across.
• Teacher holds childs hand as he draws.
• Child tries on his own.

131
Scaffolded Support with a Mediator
Mediators
Childs Initial Attempt to Write His Name After
Several Weeks
After Teacher Support/Scaffolding

• Teacher provides a name tag with an arrow
  underneath to indicate directionality.
• Child tries on his own.

132
Scaffolded Support with a Mediator
Mediators
Childs Initial Attempt to Write His Name After
Several Weeks
After Teacher Support/Scaffolding

• Teacher makes a new nametag with letters in
  childs name underlined to help him remember
  which letters not to omit in his writing.

• Teacher Remember, the y has its arms in the
  air.

133
Examples of Dynamic Assessment

• In their book, Assessing Teaching and Beginning
  Writers Every Picture Tells a Story, Matteson
  and Freeman (2005) provide classroom vignettes
  that showcase what dynamic assessment in literacy
  looks and sounds like in a preschool classroom.

134
Assessing Beginning Writers/ReadersAn example
of Dynamic Assessment
Student Product Level 1

• What does it look like?
• The students work consists of scribbles, random
  shapes, or exploration of materials. It is not
  recognizable.
• What does the teacher do?
• Supports the student to determine her topic and
  help her make her picture more recognizable.

135
Assessing Beginning Writers/ReadersAn example
of Dynamic Assessment

• What does it look like?
• The students work contains detail that is
  critical to the story, and includes writing.
• What does the teacher do?
• Encourages the child to write in different areas
  of the classroom where a product is completed and
  where students are allowed to talk so that
  interactions will generate ideas from which
  writing will occur.
• Emphasizes how writing is a part of everyday
  experiences and has real purpose.

Student Product Level 5
136
Setting Up the Environment

• Teachers need to set up the environment so that
  children know whats expected of them and they
  can be independent.
• How do teachers set up the classroom environment
  so that there is evidence and support for
  organization of effort.
• Labeling the environment (Environmental Print)
• Organizational Charts

137

• How is this classroom library set up so that the
  children have easy access to books?
• How intentional teaching has to take place so
  that the students actually utilize these books in
  meaningful contexts?

138
Labeling
Labeling the classroom helps children to organize
their working spaces and provides a meaningful
context for copying and reading environmental
print.
139
Organizational Charts
Assigning each child a designated role/job in
performing classroom responsibilities teaches
children how to organize their environment so
that they can engage in on-task learning.
140
Response To Interventions

• Additional Information
• (continued from earlier slide)
• These are the YELLOW PAGES in the Assessment
  Notebook.
• References the Addendum pages for suggested
  activities.
• Provides special links to websites where you can
  download free materials and watch videos of
  classroom vignettes
• http//www.vanderbilt.edu/csefel/scriptedstories/c
  ircle.ppt
• http//www.cindysautisticsupport.com/boardmakerfil
  es.html
• http//www.vanderbilt.edu/csefel/practicalstrategi
  es.html

141
A Sample Response To Intervention Sorting By
Multiple Attributes
PK V.E.1 Child sorts objects that are the same
and different into groups and uses language to
describe how the groups are similar or different.

• In this book, three children collaborate to solve
  a problem Their fire fighter jackets have no
  buttons. So, they each need a matching set of 4
  buttons, or their belly buttons will show.
• The decide to sort the buttons by like attributes
  in order to solve the problem. They must reason
  and communicate in order to solve their problem.

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152
Practicing What We Have Learned
153
Group ActivityScavenger Hunt

• Work with your partner to locate all of the items
  mentioned on your Scavenger Hunt list. All of
  the answers are in your Central Texas School
  Readiness Assessment Notebook
• When you are done, turn in to claim your treasure.

154
Discussion Closing Activity
155
DiscussionRoadblocks to Authentic Assessment

• List the challenges that might prevent you from
  assessing children authentically?
• What is one goal you are going to work on this
  year in order to overcome one of the challenges
  you listed in the above?
• Discuss your roadblocks and solutions with the
  people at your table. Be ready to share to the
  whole group.

156
Congratulations!And Good Luck!
157
References

• Blair, C., Knipe, H., Cummings, E., Baker, D.P.,
  Gamison, D., Eslinger, P., Thorne, S.L. (2007).
  A developmental neuroscience approach to the
  study of school readiness. In R.C. Pianta, M.J.
  Cox, K.L. Snow (Eds.) School readiness and the
  transition to kindergarten in the era of
  accountability. (pp. 149-174). Baltimore, MD
  Brooks Publishing Company.
• Bodrova, E., Delong. D.J. (2005). Uniquely
  preschool. Educational Leadership, 63(1), 44-47.
• Badrova, E., Leong, D.J. (2007) Tools of the
  mind The Vygotskian approach to early childhood
  education (2nd Ed.). Upper Saddle River, NJ.
  Pearson.
• Kamii, C., Miyakawa, Y., Kato, Y. (2004). The
  development of logico-mathematical knowledge in a
  block-building activity at ages 1-4. Journal of
  Research in Childhood Education, 19(1). 44-57.
• Macmillan, A. (1998). Pre-school childrens
  informal mathematical discourses. Early Childhood
  Development and Care, 140, 53-71.
• Matteson, D.M. Freeman, K.F. (2005). Assessing
  and teaching beginning readers and writers Every
  picture tells a story. Katonah, NY Richard C.
  Owen Publishers, Inc.
• Meisels, S.J. (2007) Accountability in early
  childhood. In R.C. Pianta, M.J. Cox, K.L. Snow
  (Eds.), School readiness and the transition to
  kindergarten in the era of accountability (pp.
  31-47). Baltimore, MY Paul Brooks Publishing.
• Shephard, L., Kagan, S.L., Wurtz, E. (Eds.).
  (1998). Principals and recommendations for early
  childhood assessments. Washington D.C. National
  Education Goals Panel.
• Vygotsky, L.S. (1978). Mind in society The
  development of higher psychological processes.
  Cambridge, MA Harvard University Press.