Assessments to Inform and Monitor Instruction (Section 3) The ultimate purpose of assessment in early childhood programs would be to support a young child’s growth, learning, and development. Assessments aid in gathering information about daily learning, supports teaching, and informs teachers of potential areas of concern. The primary purpose for instructional assessments are to identify where individual children are developmentally and academically, along with to monitor progress overtime. Another purpose of assessment in the classroom would be that they help in developing individualized plans for who are struggling academically or developmentally. Lastly, assessments give an immediate set of data that is helpful in making decisions and …show more content…
This RTI model is used for placing students into specific tiers where students will fall depending on their abilities and knowledge at the time of screening or after diagnosis. For preschool students, the RTI model is used to recognize children who show a possible need for being at risk either academically or a potential learning disability. When using RTI with preschool aged children it is used to catch issues quickly, allowing for fast adjustments in curriculum and instruction, and provide instructional support before a problem begins to affect a student’s learning, ultimately potentially preventing avoidable delays in learning. Thus, each tier shows what environment children will be most successful in and how their needs will be …show more content…
Both look at what appropriate goals and outcomes would be for the child, utilize criterion-referenced measures in the same way, and are reliable and valid in their technical adequacy. However, each age group focuses differently on meeting children’s needs. The focus for younger children would be development and early learning strengths and needs, whereas for school-aged children the focus is on academic and behavior strengths and needs. Each are administered by paraprofessionals, education professionals, and specialists, however, when assessing development, parents also preform assessments as well. The results from formative data for both should include skill checklists, data from progress monitor, give present levels of development for younger children, present levels of educational performance for school-aged children, and aid in IEP/IFSP formation for younger children, and setting of IEP goals and objectives for school-aged students. Lastly, they differ in the way that they are created and what they are created for, except that they are both functional and individualized for each
Ideally, early intervention starts with a comprehensive assessment of the child's and the family's strengths and needs and extends through the delivery of appropriate supports and services to active monitoring and reevaluation as the child develops (Ramey, S.L., & Ramey, C.T.,
What are the benefits of implementing early intervention and RTI’s for children with early signs of a learning disability? This is a serious topic because of the increase over the years of children with learning disabilities. Instead of just placing students in special education programs educators must assess and evaluate students. As well as try early intervention programs and responsiveness to intervention known as RTI to try to delay the disability or stop the disability from forming and progressing. I have gathered articles that show the implementing of early intervention programs and RTI models to enhance children that show signs of an early learning disability. The articles all show how these programs can help students progress in academics as well as behavior areas in the classroom.
In this case, teachers must employ other resources and feet collaboration from colleagues. This is where the RTI process comes into place. Messmer and Messmer, (2008) explained that the response to intervention serves as a vehicle to identify and serve students with learning difficulties. On the other hand, several steps should be followed to implement correctly RTI. In my opinion, my school possesses a fair understanding of the RTI process and manages the implementation of a consistent approach that positively affects the student.
An assessment that I always use is Ages & Stages Questionnaires (ASQ). Each child receives this assessment. Working in the W. Children’s Learning and Development Center for the past thirteen years allowed me to use them numerous times and have a complete understanding of each child’s developmental based on the information provided when the assessment is resumed. Starting working there with the three years old for two years, I remember vaguely when we applied the Ages & Stages to them. I am not aware of the questions being asked for that age group anymore. Working for the infants and toddlers for eleven years now, allow me to be knowledgeable about where is supposed to be. I usually use the questionnaire when they are 4, 6, 8, 10, 12, and 14
In conclusion, it seems as though all the positives of the response to intervention program outweigh any negatives about it. The RTI program is extremely helpful in identifying any student that is having academic difficulties at an early age. Whether these students should be considered in the special education program or not can also be determined by using the RTI program. There is no reason to allow students to fail before any intervention is even considered. Anything that is beneficial in helping students succeed in their academic achievements should be viewed as a
In this reflective analysis of NAEYC Standard three, Observing, Documenting, and Assessing to Support Young Children and Families, I will first reflect on my growth, as an early childhood professional, during my course of study. Secondly, I will address my strengths related to the standard and discuss areas in need of further professional development. Finally, I will outline my goals for future growth and development. Early childhood educators demonstrate professional competence by understanding the role of assessment and the various methods of assessing student learning, including observation, documentation and standardized testing. These assessment strategies, along with partnerships with parents, can support students in their development and growth, by informing instruction and evaluating instructional practices.
High Scope promotes the developmental domains in their Key Developmental Indicators (KDIs). KDIs break down the developmental domains, and it talks about how they can be incorporated in the curriculum. Cognitive development is promoted through their children exploring objects through their five senses, exploring similarities and different in on things in the environment, one to one correspondence, numbers, Seeing things form different perspectives, time intervals, and cause and effect. High Scope also promotes Cognitive development through their large and small group times. Social and emotional developments are promoted through teacher- child interactions, child- child interactions through play, group participation, children forming attachments to primary care teacher, and children distinguishing themselves from other. The KDIs helps as a tool for teachers to help promote positive and strong relationships with adults and children. KDIs also help promote physical development through movement abilities, fitness, and healthy behavior in the classroom. High Scope helps to...
There are challenges trying to meet the needs these children in a group setting because they require a lot of interaction and personal attention in order to thrive. Another thing we get from doing these assessments is the scores are letting us know what is happening in the classroom, because it can help us improve the quality of care given to the infants and toddlers.
Throughout the texts 'Don't Cry for Billie’ by Beverley Dunlop and ‘Of Mice and Men’ by John Steinbeck, a theme that is explored is discrimination towards individuals that causes them disconnection from their communities. Judgement and discrimination commonly occurs amongst pupils who are often viewed as ‘different’ and have struggles fitting in with society. This discrimination highlights how society can be too quick to judge people and isolate those that they decide they aren't as fond of. Dunlop and Steinbeck express judgement in these texts by using effective language techniques, clear descriptions of setting conveying key moods, and characterisation.
Puckett, M., & Black, J. (2008). Meaningful assessments of the young child. (3th ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.
While walking through the front gates of County elementary school, you see children of all ages playing while they wait for the school bell to ring. Walking to the classroom that I will be observing you see students with their parent’s line up waiting to get signed in. The students are to be signed in by a parent or guardian for safety precautions, and shows that the child was signed into school. As a visitor, I am to sign myself in, this shows I was in the classroom, at what time was I there, and reason for visiting the classroom.
The goal of education is to provide children with the opportunity to amass a wealth of knowledge, love for learning, and academic strength. Children go to school to read, write, and learn a variety of subjects. While education is meant to be exciting for children, there have to be standards in order to make sure that progress is being and those children are where they need to be in order to move onto the next phase of their education. Education builds as it grows, and students need a strong foundation in order to succeed and continue. Without those strong building blocks, students will continue to fall back and repeat the same material again and again. And so, testing and assessment come into play to make sure children are where they need to be. However, in early childhood settings testing is almost non-existent because of the stigma around testing. The current debate in our education system argues that testing is not a good measure of a child’s actual knowledge. Rather, assessment gives teachers a better picture of a student’s abilities and capabilities in the classroom. Thus, currently the debate continues over assessment versus testing in the classroom due to the demand for knowledge on whether or not testing is a good way of measuring a student’s progress in school.
It is important that teachers give children a fair chance to show their knowledge when assessing. “The purpose of assessment is to provide feedback that can be used to improve student performance” (Orange 2000). Teachers assess children to ensure that they are understanding the material, and to make sure they are learning. For young children, tests should never be the only criteria for assessment. Instructors should always make sure that their assessment is fair.
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
The teacher will also make norm-referenced and criterion referenced interpretations of assessment through this website. They have graph and color-coded bands that show widely held expectations for children’s development and learning. The teacher will use this website and graph to communicate twice a year with the parents about the child’s strength, weakness or any area of