Meaningful, authentic assessment practices are one key to the success of early childhood inclusion. Prepare current and future teachers with the second edition of this comprehensive textbook, an in-depth guide to the how and the why of high-quality assessment in the context of inclusive early childhood settings.Updated with new contributors and coverage of timely new topics, this book takes a blended approach to assessment, combining the latest recommended practices from early childhood education and early childhood special education. Well-known experts Kristie Pretti-Frontczak and Jennifer Grisham have developed this text to align with Division for Early Childhood Recommended Practices on assessment. Educators will learn how to select and use assessment instruments, conduct authentic assessment during daily activities and routines, collaborate with families and other team members, master the challenges of kindergarten assessment, conduct eligibility assessments, use assessment to inform program planning and monitor progress, and more. Ideal for both undergraduate and graduate courses and personnel preparation programs, this comprehensive text gives teachers the knowledge and tools they need to implement high-quality assessment and reap its benefits: inclusive, family-centered programming that improves outcomes for all children. WHATS NEW: New section on considerations for special populations: dual language learners, children in kindergarten, and children who have severe and multiple disabilities Increased focus on educational equity throughout the book New and expanded coverage of important themes and topics, including authenticity, collaborative partnerships, and data-based decision making New invited contributors who are experts in the field and advocates for early childhood inclusion More practical materials, including new and extended case studies, a revised Curriculum-Based Assessment Rating Rubric and glossary, and a list of recommended practices Overview of revised versions of commonly used curriculum-based assessments, including AEPS-3, COR Advantage, and Work Sampling System Companion materials for faculty, including PowerPoints with links to activities and resources
An accomplished author, sought-after speaker, and educator's educator, Dr. Kristie Pretti-Frontczak spent 16 years as a tenured professor at Kent State University before leaving to lead a {r}evolution in early care and education. Through comprehensive classes, thought-provoking keynotes, and practical resources, she's guiding educational professionals toward developing their emotional intelligence, reclaiming children's right to learn through play, and reimagining more inclusive classrooms. Learn more at http: //kristiepf.com. Check out our spotlight on Kristie Pretti-Frontczak! Discover bestselling books, an engaging webinar recording on inclusion, and download a free classroom poster! Dr. Grisham is Professor in the Interdisciplinary Early Childhood Education program at the University of Kentucky, Lexington. She received her doctorate in education from the University of Kentucky. She is also Faculty Director of the Early Childhood Laboratory at the University of Kentucky, an inclusive early childhood program for children from birth to 5 years of age. Dr. Grisham has directed research projects on topics including linking assessment and instruction, early care and education program quality, and individualizing instruction for young children with disabilities. In addition, she has conducted research on the effectiveness of instructional procedures that are embedded into developmentally appropriate activities, the application of multi-tiered systems of support in early childhood settings, and coaching teachers and caregivers to implement evidencebased instructional strategies with fidelity. Dr. Grisham is Project Director for the Kentucky Deaf-Blind Project, which provides technical assistance to families and service providers of infants, toddlers, children, and youth with deaf-blindness. She coauthored a book titled Reach for the Stars: Planning for the Future (with D. Haynes; American Printing House for the Blind, 2013), which is used to support families of young children in planning for their childrena (TM)s future and articulating their priorities to educational team members, as well as Blended Practices for Teaching Young Children in Inclusive Settings, Second Edition (with M. L. Hemmeter; Brookes Publishing Co., 2017), and Assessing Young Children in Inclusive Settings: The Blended Practices Approach (with K. Pretti-Frontczak; Brookes Publishing Co., 2011). Finally, Dr. Grisham directed the nationwide field test for AEPS-3. Dr. Grisham is frequently asked to provide professional development to state departments of education, universities, and local education agencies on topics for which she conducts research throughout the country. Dr. Grisham is co-founder of a childrena (TM)s home and preschool program in Guatemala City, Hope for Tomorrow, where she accompanies students for the education abroad program. Dr. Grisham also works internationally in other locations to promote inclusion of young children with disabilities.
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
