Fitting a Circle into a Square Space:

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Fitting a Circle into a Square Space

• Finding Alignment between Assessment Measures,
  State Guidelines and Outcomes

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Overarching Principles

• Assess and monitor what we are supposed to be
  targeting for instruction to determine if the
  instruction is effective
• Assessment measures need to provide information
  that is informative - for instruction purposes
• Assessment information needs to allow for an
  examination of growth (or lack of)
• The assessment process needs to be authentic
• The assessment instruments need to lend
  themselves to acquiring information through an
  observational performance based process
• The measures have to be linked to the states
  early learning guidelines for infant-toddlers and
  preschool children.

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Language and Literacy Development
L 1 Communicate so that they will be understood by peers and adults
L 2 When speaking, show an attempt to use volume appropriate to the situation
L 3 Communicate using multiple word phrases to respond to questions, describe ideas, and express feelings, needs and wants
L 4 Use language to enter into a play situation
L 5 Engage in conversation by making statements or asking questions
L 6 Make up and/or retell stories and describe experiences
L 7 Respond to their names, requests for action or information
L 8 Demonstrate understanding of messages in conversation by listening and responding appropriately
L 9 Show interest in playing with language
L 10 Begin to develop familiarity with listening to, identifying, recognizing, and discriminating sounds in words
L 11 Follow two or three-step directions
L 12 Show an interest in books and/or engage in reading related activities
L 13 Listen with interest to a story
L 14 Hold a book upright, turn pages from the front of the book to the back, and scan pages
L 15 Recognize common sounds at the beginning of words
L 16 Show increasing awareness of print, familiar signs, and labels
L 17 Use scribbles, symbols, or drawings to express experiences through pictures, dictation, and play
L 18 Experiment with a variety of writing tools and materials
L 19 Begin to recognize, name, or identify some letters of the alphabet
L 20 Recognize their first name in print written with the first letter in upper-case letter, followed by lower case letters
L 21 Become aware that there are differences in upper and lower case letters
L 22 Begin to write the letters of their first name
L 23 Begin to answer questions related to a story that has been read or told to him/her
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Horizontal Alignment
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Alignment to the Outcomes
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Infant ToddlerFramework
Early LearningFoundations
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Outcome 1 Outcome 2 Outcome 3
Acknowledge others through eye contact, vocalizations, facial or body movements. X
Communicate wants and needs through cries, gestures, word approximations, signs and/or X
physical movements.
Demonstrate understanding of familiar words X
Follow one directions in play X
Demonstrate understanding of "no" by stopping what he is doing some of the time X
Point to body parts X
Touch or identify pictures in a book when asked X
Become an active reading partner by listening to books for a short period of time X X
Find familiar items not in sight X
Use animal and other familiar sounds in play X
Use physical movements and gestures to express wants and needs X
Use simple sounds to express thoughts, wants and needs X
Use the same "words" consistently to express wants, needs and thoughts X X
Communicates by verbal and non-verbal means in order to be understood by most listeners X
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Early Learning Foundations
Language Development Outcome 1 Social Relationships Outcome 2 Acquire skills Outcome 3 Take Action
L 1 Communicate so that they will be understood by peers and adults
L 2 When speaking, show an attempt to use volume appropriate to the situation
L 3 Communicate using multiple word phrases to respond to questions, describe ideas, and express feelings, needs and wants
L 4 Use language to enter into a play situation
L 5 Engage in conversation by making statements or asking questions
L 6 Make up and/or retell stories and describe experiences
L 7 Respond to their names, requests for action or information
L 8 Demonstrate understanding of messages in conversation by listening and responding appropriately
L 9 Show interest in playing with language
L 10 Begin to develop familiarity with listening to, identifying, recognizing, and discriminating sounds in words
L 11 Follow two or three-step directions
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Outcome One Children have Positive Social
Relationships LANGUAGE DEVELOPMENT
Early Learning Foundations
Infant Toddler Framework
Language
L 1 Communicate so that they will be understood by peers and adults
L 2 When speaking, show an attempt to use volume appropriate to the situation
L 3 Communicate using multiple word phrases to respond to questions, describe ideas, and express feelings, needs and wants
L 4 Use language to enter into a play situation
L 5 Engage in conversation by making statements or asking questions
L 7 Respond to their names, requests for action or information
L 8 Demonstrate understanding of messages in conversation by listening and responding appropriately
L 11 Follow two or three-step directions
L 13 Listen with interest to a story
L 23 Begin to answer questions related to a story that has been read or told to him/her
Baby may Turn head toward a voice to search for the speaker Respond with facial and or body movements Communicate with facial and or body movements Communicate interest or excitement through facial /body movement to bottle/breast/spoon/diaper changing Cry to communicate needs Coo, babble, and laugh to self and others Demonstrate enjoyment through facial/body movements to the sounds of words in books Demonstrate enjoyment through facial/body movements to songs and music
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Outcome 1 Children have positive
social-emotional skills (including social
relationships) Baby may.. 0-9
months Acknowledge and/or respond to others
through eye contact, vocalizations, facial or
body movements or assistive technology Demonstra
te a preference for interactions with familiar
adults in some observable way Initiate
interactions with caregivers Respond
to own name (smiles, eye contact, turns
head) Express a range of emotions
(happy, sad) Participate in some form
of reciprocal play Toddler 1 may 10-18
months Interact and/or communicate with
others through eye contact, vocalizations, facial
or body movements or assistive technology
Demonstrate an awareness that their behavior
results in a behavioral response in
others Play side by side with
others Toddler 2 may. 19-35
months Acknowledge others through
increasing vocalizations, facial or body
movements or assistive technology Seek
praise from familiar adults Assert
independence Demonstrate self
control Recognize and react to others
feelings Form attachments to one or
two children Interact with others
through reciprocity
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Outcome 1 Children have positive
social-emotional skills (including social
relationships)
Preschool child may 36-60 months Success
fully enter a play situation with
peers Express feelings, needs, and
opinions without harming themselves, others, or
property Begin to use compromise,
negotiation, and discussion in working, playing
and resolving conflicts with peers Acc
ept guidance and directions from a range of
familiar adults Develop friendships
with children Express empathy and
care for others Begin to demonstrate
positive social skills, i.e., please, thank you,
etc. Treat others with
respect Demonstrate reasonable
caution in unfamiliar and/or potentially
dangerous situations Engage in a
variety of pretend play activities Beg
in to identify own gender, name and age
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Outcome 2 Children acquire and use knowledge and
skills (including early language/communication
and early literacy) Baby may.. 0-9
months Demonstrate enjoyment through
facial/body movements to the sounds of songs,
music and/or words in books Use
mouthing, grasping, and reaching to explore
objects and materials in the environment
Imitate actions and sounds of caregiver and
peers Begin to look at own hand (s),
toys, or objects while playing with
them Transfer object from one hand
to another Begin to scoot, roll,
inchworm or crawl and/or pull-up on sturdy
objects Toddler 1 may 10-18
months Follow a one-step direction
Demonstrate understanding of "no" by stopping
what he is doing some of the time Touc
h or identify familiar items when asked (such as
body parts) Use the same "words"
consistently to express wants, needs and
thoughts Anticipate and follow
familiar routines Begin to hold
crayon in palm of hand and make marks on
paper Begin to dump and fill objects
from containers Begin to stack a few
large objects Participate in stories
through identifying pictures, turning pages or
listening for a short period of time
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Outcome 3 Children use appropriate behaviors
to meet their needs
Toddler 2 may 19-35 months Initiate
action to make things happen Use simple
strategies to meet their own wants and
needs Use utensils to feed
self Begin to dress self
Preschool Child may 36-60 months Make
independent choices Begin to develop a
plan for play Develop increasing
independence in a range of activities, routines,
and tasks Use positive behavior to
solve problems Begin to show awareness
and independence in hygiene, nutrition and
personal care Build awareness and
ability to follow basic health and safety rules

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Alignment to the Measures
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Survey of Program Measures

• PLS-3 or 4 (14 programs/districts)
• Battelle Developmental Inventory (9
  districts/programs)
• WIPPS (9 programs/districts)
• Goldman-Fristoe (9 districts/programs)
• DIAL3 (5 programs/districts)
• Differential Ability Scale (5 programs/districts)
• Stanford-Binet (4 programs/districts)
• WISC-R (4 programs/districts)
• Bracken Basic Concepts Scales (4
  programs/districts)
• AGS Screener (4 districts/programs)
• Bayley II (3 programs/districts)
• ELAP (3 programs/districts)
• Informal/curriculum-based assessments (3
  programs/districts)
• Vineland Adaptive Behaviors Scale (2
  programs/districts)
• Dibles (2 programs/districts)
• LAP-R or LAP (2 programs/districts)
• ADOS (Autism Diagnostic Assessment System) (2
  programs/districts)
• Connors Behavior Scale (2 programs/districts)
• Mullens Scale of Early Learning (2
  programs/districts)

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Alignment Process

• Identified a set of assessments that were common
  across programs
• Identified a group of master early education
  practitioners
• Established an alignment process 2
  practitioners independently go through each
  assessment and identify links between assessment
  items and early learning guideline
  opportunities
• Complete alignment analysis
• Which assessments were assessing for
  opportunities contained in our guidelines

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Early Childhood Outcomes Assessment Alignment
Matrix
Program Program Assessment
Outcome 1 Children have positive social-emotional skills (including social relationships) (Children have positive social relationships) Outcome 1 Children have positive social-emotional skills (including social relationships) (Children have positive social relationships) Outcome 1 Children have positive social-emotional skills (including social relationships) (Children have positive social relationships)
Baby may 0-9 months Test Indicator s Test Indicator Item Statement
Acknowledge and/or respond to others through eye contact, vocalizations, facial or body movements or assistive technology
Demonstrate a preference for interactions with familiar adults in some observable way?
Imitate actions sounds of caregivers and peers
Initiate interactions with caregivers
Respond to own name (smiles, eye contact, turns head)
Express a range of emotions (happy, sad)
Participate in some form of reciprocal play
Toddler 1 may 10-18 months
Interact with others through eye contact, vocalizations, facial or body movements or assistive technology
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Children take Appropriate Action to Meet Their Needs

Baby may. Carolina Item Item Statement
0-9 months    
Communicate interest or    
excitement through facial/body    
movement    
   
   
Realize ability to make things    
happen (e.g. hits or kicks mobile    
and makes it move)    
     
     
     
Express a variety of emotions and    
feelings to communicate basic    
needs    
     
     
Learn to comfort self    
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Ounce Crosswalk with Delaware Learning
Opportunities
Baby may.. 0-9 months 0-9 months ABAS Item s
Make things happen (e.g. hits or kicks mobile and makes it move) Make things happen (e.g. hits or kicks mobile and makes it move) Make things happen (e.g. hits or kicks mobile and makes it move) Make things happen (e.g. hits or kicks mobile and makes it move) Make things happen (e.g. hits or kicks mobile and makes it move) Make things happen (e.g. hits or kicks mobile and makes it move) 5B,11C
Communicate basic needs Communicate basic needs 10B
Learn to comfort self 2B,8B
Entertain self for short periods of time Entertain self for short periods of time Entertain self for short periods of time 11B,11C
Control body movements Control body movements 6A, 12A
Reach for and hold objects Reach for and hold objects 6B,12A,12F
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ECO Crosswalk - Ounce
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Carolina Curriculum Crosswalk With OSEP Child
Outcomes
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Delaware Crosswalk - Carolina
Carolina Curriculum Preschool Delaware Early Learning Standards
PERSONAL SOCIAL Emotional and Social Development
1. Self Regulation and Responsibility  
   
a. Avoids common dangers Demonstrate appropriate caution in unfamiliar and/or potentially
  and/or potentially dangerous situations
   
b. Plays comfortably in a small group of children Begin to demonstrate the ability to give take during peer interactions
  by helping, sharing, discussing
   
c. Knows what toys can and cannot do uses them appropriately Begin to use materials purposefully, safely respectfully
   
d. Puts away toys neatly when asked (may not need a reminder)  
   
e. Follows rules given by adults for new activities or simple games Follows simple rules and routines
   
f. Adapts readily to change in routines Follows simple rules and routines
   
g. Answers questions related to safety  
   
h. Shows care in handling small animals or breakable objects Begin to use materials purposefully, safely respectfully
   
i. Performs simple chores (may have to be reminded or Be a helpful member in a group or household through sharing tasks or chores
supervised)  
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COGNITION Delaware Early Learning Foundations
5. Attention and Memory Visual/Spatial  
a. Points to hand that is hiding a toy (both when toy remains in IT Uncover a toy that has been hidden.
hand and when toy is transferred to the other hand, out of sight)  
   
b. Recognizes the covers of several books and labels them  
   
c. Recognizes familiar signs Show increasing awareness of print, familiar signs, and labels
   
   
d. Identifies (points to) object or picture shown briefly and shown IT Show increased short and long term memory and increased attention
again in an array of three  
  .
e. Identifies (points to) object or picture shown briefly and shown IT Show increased short and long term memory and increased attention
again in an array of four  
   
f. Tells the name of an object or picture shown briefly to a group IT Show increased short and long term memory and increased attention
of two and then hidden  
   
g. Remembers incidental information IT Show increased short and long term memory and increased attention
   
   
h. Names one of several (4 or more) objects or pictures shown (or IT Show increased short and long term memory and increased attention
objects felt), named and then hidden  
   
i. After observing three objects being placed under separate covers, IT Show increased short and long term memory and increased attention
identifies the cover under which a matching object is hidden  
   
j. Remembers and names which one of three objects has been IT Show increased short and long term memory and increased attention
hidden  
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Alignment

• Vineland I/T (74) 1 89
• 2 63
• 3 69
• Desired Results I/T (87) 1 94
• 2 87
• 3 81
• Carolina Infants I/T (78) 1 89
• 2 70
• 3 77

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Alignment

• Desired Results (Prek 74)
• 1 70
• 2 75
• 3 78
• Carolina for Preschool (Prek 65)
• 1 80
• 2 71
• 3 44
• Brigance (Prek 53)
• 1 50
• 2 67
• 3 44

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COGNITION Delaware Early Learning Foundations IDEAS FOR TEACHERS TO SCAFFOLD CHILD'S DEVELOPMENT
5. Attention and Memory Visual/Spatial    
a. Points to hand that is hiding a toy (both when toy remains in IT Uncover a toy that has been hidden. HIDING GAMES - Hide a toy in the room, then give cues "Warm,"
hand and when toy is transferred to the other hand, out of sight)   hot, "cold" to describe child's proximity to toy.
    WHAT IS MISSING - Show two toys, have child close eyes, remove
b. Recognizes the covers of several books and labels them   one toy, ask, "What is missing?"
     
c. Recognizes familiar signs Show increasing awareness of print, familiar signs, and labels WORD WALK - Take a walk outside and read the signs (STOP, EXIT)
    ENVIRONMENTAL PRINT - Bring in familiar labels for child's favorite
    cereal, food Make book of favorite things using labels.
d. Identifies (points to) object or picture shown briefly and shown IT Show increased short and long term memory and increased attention MEMORY GAME - Play simple memory games using familiar objects
again in an array of three   first. Place two objects on a blanket, have child tell you what they are.
  . Close eyes. Take one away. Ask, "What's missing?"
e. Identifies (points to) object or picture shown briefly and shown IT Show increased short and long term memory and increased attention Gradually add more objects. For higher level, use pictures.
again in an array of four    
    MEMORY - Use pictures of objects familiar to child. Show the objects
f. Tells the name of an object or picture shown briefly to a group IT Show increased short and long term memory and increased attention label the object. Have the child label the object. Then remove and ask
of two and then hidden   "What's missing?"
     
g. Remembers incidental information IT Show increased short and long term memory and increased attention PLAY, REVIEW Engage child in conversation about what did during
    play immediately after playing.
     
h. Names one of several (4 or more) objects or pictures shown (or IT Show increased short and long term memory and increased attention Dramatic Play - While playing, put something in the refrigerator
objects felt), named and then hidden   then ask, "Where did I put the ----?"
     
i. After observing three objects being placed under separate covers, IT Show increased short and long term memory and increased attention PLAY - While playing in the sand with a few toys, show the child
identifies the cover under which a matching object is hidden   one toy, hide it in the sand, then ask, "Can you find the ---?"
     
j. Remembers and names which one of three objects has been IT Show increased short and long term memory and increased attention PLAY - While playing in the blocks, put an animal or other toy in
hidden   a simple block structure. Ask the child the label the toy, then hide it.
    Ask the child, "What's missing?"
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Group Task

• Choose an assessment instrument
• Choose an age group/range
• Take the Matrix and begin the alignment process
• Complete one or two pages
• Discuss impressions/Ask Questions

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Early Childhood Outcomes Assessment Alignment
Matrix
Program Program Assessment
Outcome 1 Children have positive social-emotional skills (including social relationships) (Children have positive social relationships) Outcome 1 Children have positive social-emotional skills (including social relationships) (Children have positive social relationships) Outcome 1 Children have positive social-emotional skills (including social relationships) (Children have positive social relationships)
Test Indicator s Test Indicator Item Statement









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• Jim J. Lesko, Ed.D.
• 302-735-4210
• jlesko_at_doe.k12.de.us