Assessing Young Children in Inclusive Settings: The Blended Practices Approach b

The Nile on eBay   Assessing Young Children in Inclusive Settings by Kristie Pretti-Frontczak, Jennifer Grisham, Sullivan Lynn, Margarita Canadas Perez, Melanie Reese, Sheresa Boone Blanchard

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.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description

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 indepth guide to the how and the why of highquality 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. Wellknown experts Kristie PrettiFrontczak 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 highquality assessment and reap its benefits: inclusive, familycentered 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 disabilitiesIncreased focus on educational equity throughout the bookNew and expanded coverage of important themes and topics, including authenticity, collaborative partnerships, and databased decision makingNew invited contributors who are experts in the field and advocates for early childhood inclusionMore practical materials, including new and extended case studies, a revised CurriculumBased Assessment Rating Rubric and glossary, and a list of recommended practicesOverview of revised versions of commonly used curriculumbased assessments, including AEPS3, COR Advantage, and Work Sampling SystemCompanion materials for faculty, including PowerPoints with links to activities and resources

Author Biography

Dr. Kristie Pretti-Frontczak is a highly sought-after speaker, accomplished author, and educators (TM) educator. With nearly three decades of educational experience, Kristie cultivates real change within educational systems. She instills an impressive sense of joy, humor, and fun in creating inclusive educational practices and empowering teachers and leaders to spread wellness both in and beyond the classroom walls. Along with Dr. Julie Causton, at Inclusive Schooling, Kristie designs and delivers transformative professional development that addresses and supports the wholeness of the adult professional and helps leaders create school cultures that ensure all children experience a sense of belonging. Kristie spent 16 years, as faculty, at Kent State University and has published extensively in peer-referenced journals and is an author of over 10 books and monographs. Since 2013 she has followed her true passion, which is supporting adult learners. As a result, she has accumulated over 50,000 hours of helping educators and leaders work from a place of compassion, hope, and love in locations from Cincinnati to Singapore. She currently resides in Northeastern Ohio. You can learn more about Kristie and Inclusive Schooling at Check out our spotlight on Kristie PrettiFrontczak! 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 children (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 children (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. Lynn Sullivan, M.Ed. is currently a private consultant in the areas of special education, early childhood, and interagency collaboration. After a first career in social work, she spent 35 years as the early childhood consultant for one of twenty regional technical assistance centers in Texas. In that career with Education Service Center, Region 11, Ms. Sullivan provided consultative and technical assistance to local school districts, charter schools, and community agencies in the development and improvement of instructional programs and services for students with disabilities age three, four, and five. She planned, facilitated, presented and coordinated regional training for educators (including PreK and K teachers), speech language pathologists, diagnosticians, campus and district leaders of preschoolers with disabilities These were based on Federal, state, regional and local data sources along with anecdotal patterns, trend lines in longitudinal data analysis and school district priorities. In conjunction with Drs. Pretti-Frontczak and Grisham, Ms. Sullivan developed a multi-year, data driven project to support and sustain best practices in meeting the needs of young children with disabilities in small and rural communities.Ms. Sullivan served as the Part B representative on the Texas Interagency Coordinating Council for Early Childhood Intervention for 18 years, and is currently a member of CEC and DEC, having served as Texas DEC president 1994-1996.

Table of Contents

ForewordAcknowledgementsDedicationsSection 1: Recommended PracticesChapter 1: IntroductionJennifer Grisham and Kristie PrettiFrontczakWhy a Second EditionMajor Themes of this Book   Authenticity   Collaborative Partnerships   Utility   Educational EquityOverview of Major Book Sections   Section I: Recommended Practices (Process)   Section II: Reasons for Conducting Assessment (Purpose)   Section III: Special Topics in AssessmentIntended Audience and UseDefinitions of Key Terms Used Throughout   Assessment   Blended Practices   TeacherSummaryReferencesChapter 2: Recommended Practices in Authentic AssessmentKristie PrettiFrontczak, Rebecca Crawford, Lynn Sullivan, and Jennifer GrishamAuthentic Assessment   Authentic Assessment Defined   Difference Between Authentic Assessment and Conventional AssessmentAdvantages and EvidenceBase   Advantages of Authentic Assessment   Support for Authentic AssessmentFlipping the ScriptSummarReferencesChapter 3: Family Involvement in the Assessment ProcessJulie Harp Rutland, Ashley LyonsPicard, Jennifer Grisham, and Kristie PrettiFrontczakInvolving Families in the Assessment Process   Ecological Systems Theory   Adult Learning Theory   FamilyCentered PracticesLegal MandatesInvolving Families in the Assessment Process   Learner   Expert   Team Member   Advocate   Benefits to Families and ChildrenApproaches for Gathering Assessment Information from Families   Unstructured Approaches   Structured ApproachesConsiderations 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 PlanningSummaryReferencesChapter 4: Recommended Practices for Determining Technical AdequacyKristie PrettiFrontczak and Jennifer GrishamTechnical Adequacy   Validity   Reliability   BiasClassification MeasuresCommon Practices Related to Conventional Assessment   Calculating Chronological Age   Establishing Basal Ceiling   Adjusting for Prematurity   Interpreting ResultsSummaryReferencesChapter 5: Critical DecisionMaking ProcessLynn Sullivan, Kristie PrettiFrontczak, and Jennifer GrishamOverview of the DecisionMaking ProcessStep One: Gathering   Guiding Principles: What to Observe   Guiding Principles: Who Observes   Guiding Principles: When and Where to Observe   Guiding Principles: How Often to ObserveStep Two: Documenting   Written Descriptions   Visuals and Artifacts   Counts or TalliesStep Three: Summarizing   Numerical Summaries   Visual Summaries   Narrative SummariesStep Four: Analyzing   Patterns   TrendsStep Five: InterpretingSummaryReferencesAppendix A: Lists of Recommended Practices for the Decision MakingProcessSection 2: Reasons for Conducting AssessmentsChapter 6: Assessment for Program Planning PurposesKristie PrettiFrontczak, Jennifer Grisham, Lynn Sullivan, and Sarah HawkinsLearDefinition and Purpose of Assessment for Program PlanningConducting Program Planning Assessments   Selecting a CBA for Program Planning   CBA Rating Rubric   Administering CBAs   Assessment Fidelity   Assessment ActivitiesUsing Information from CBAs to Program Plan   Making Decisions for Program Planning   Identifying Who Needs to Learn What   Sorting Children by Outcomes   MultiTiered Systems of Support SummaryReferencesAppendix B: Revised Curriculum:Based Assessment Rating Rubric and GlossaryChapter 7: Assessment for Progress Monitoring PurposesJennifer Grisham, Kristie PrettiFrontczak, Ashley LyonsPicard, Sarah HawkinsLear, and Lynn SullivanProgress MonitoringRecommended Progress Monitoring Practices   Holistic Appraoch to Progress Monitoring   Progress Monitoring Decision:MakingTiered Model of Progress MonitoringSharing Progress Monitoring Information   Communicating with Families   How and When to Share Progrss Monitoring InformationSummaryReferencesChapter 8: Recommended Practices in Identifying Children for Special ServicesKristie PrettiFrontczak and Jennifer GrishamChild Find   Purpose and Requirements   Common Activities and Recommended PracticesScreening   Traditional and Contemporary Screening Approaches   Screening Types and FormatsScreening TypesScreening Formats   Recommended Screening PracticesDetermining Eligibility for Services   Federal Regulations   Federal Categories   Developmental Delay   State VariationsRecommended Practices for Eligibility Determination   Transdisciplinary Teaming During Eligibility   Report WritingSummaryReferencesChapter 9: Program EvaluationJennifer Grisham and Kristie PrettiFrontczakTypes and Reasons for Conducting Program Evaluation   Individual ClassroomLevel Evaluations   Local ProgramLevel Evaluations   StateLevel Evaluations   Federal Program EvaluationsMethods of Collecting Program Evaluation Data   Child Outcome Data   Program Observations   Stakeholder Input   Record ReviewsRecommended Practices   Planning for Program Evaluation   Conducting a Program Evaluation   Using Program Evaluation DataSummaryReferencesSection 4: Considerations for Special PopulationsChapter 10: Recommended Practices for Assessing Children Who are Dual Language Learners (DLLs) or Multilanguage LearnersLin Zhu, Jennifer Grisham, Kristie PrettiFrontczak, and Ashley LyonsPicardGeneral Considerations for Assessing Children Who are DLLs or Multilanguage Learners   Challenges of Assessing Children Who are DLLs or Multilanguage LearnersSpecial Recommendations   What to Assess   How to Assess   Influences and Biases   Intechangeable Cuing Systems   Alternative, Flexible Materials   Alternative ResponsesMeasuresSummaryReferencesChapter 11: Recommended Practices for Assessing Children with Severe and Multiple DisabilitiesJennifer Grisham, Ashley LyonsPicard, and Kristie PrettiFrontczakTransdisciplinary TeamingGeneral Considerations for Assessing Children with Severe and Multiple Disabilities   Children with Complex Medical NeedsSpecial Recommendations   What to Assess   How to Assess   Influences and Biases   Interchangeable Cuing Systems   Alternative, Flexible Materials   Alternative ResponsesMeasuresSummaryReferencesChapter 12: Kindergarten AssessmentJulie Rutland, Jennifer Grisham, Lynn Sullivan, and Kristie PrettiFrontczakKindergarten Readiness and Kindergarten AssessmentTimely Referrals and Tiered InstructionProgram Planning in Kindergarten Classrooms   Curriculum Based Measures   Curriculum Bases AssessmentsSummaryReferencesIndex

Review

oeAn important contribution to the field...demonstrates how to provide authentic assessment opportunities for all children during their natural routines. In addition to explaining the advantages of authentic assessment over conventional methods, this book provides vignettes from experienced educators, checklists, and other tools to assist teachers in practicing authentic assessment. --Anna H. Hall, Ph.D.

Long Description

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

Details ISBN1681255995 Author Sheresa Boone Blanchard Short Title Assessing Young Children in Inclusive Settings Language English Year 2022 ISBN-10 1681255995 ISBN-13 9781681255996 Subtitle The Blended Practices Approach Format Paperback Publisher Brookes Publishing Co Imprint Brookes Publishing Co Place of Publication Baltimore Country of Publication United States Edition 2nd Pages 312 AU Release Date 2022-11-28 NZ Release Date 2022-11-28 UK Release Date 2022-11-28 Edition Description 2nd Revised edition DEWEY 372.1262 Audience Professional & Vocational Publication Date 2022-11-30 US Release Date 2022-11-30 We've got this

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