Assessing Social-Emotional Development: Aligning Measures, Guidelines, and Outcomes

1. Fitting a Circle into a Square Space: Finding Alignment between Assessment Measures, State Guidelines and Outcomes

2. 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 state’s early learning guidelines for infant-toddlers and preschool children.

6. Horizontal Alignment

7. Alignment to the Outcomes

8. Infant ToddlerFramework Early LearningFoundations

10. Early Learning Foundations

11. Outcome One: Children have Positive Social Relationships LANGUAGE DEVELOPMENT Early Learning Foundations Infant Toddler Framework

13. 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 Demonstrate 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

14. Outcome 1 Children have positive social-emotional skills (including social relationships) Preschool child may… 36-60 months Successfully 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 Accept 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 Begin to identify own gender, name and age

15. 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 Touch 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

16. 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

17. Alignment to the Measures

18. 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) • (K-SEALS) Kaufman Survey of Early Academic and Language Skills Learning (2 programs/districts)

19. 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

20. Early Childhood Outcomes Assessment Alignment Matrix

22. Ounce Crosswalk with Delaware Learning Opportunities

23. ECO Crosswalk - Ounce

24. Carolina Curriculum Crosswalk With OSEP Child Outcomes

25. Delaware Crosswalk - Carolina

28. 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%

29. 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%

31. 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

32. Early Childhood Outcomes Assessment Alignment Matrix

33. Jim J. Lesko, Ed.D. • 302-735-4210 • jlesko@doe.k12.de.us