Assessing Young Children in Inclusive Settings

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