Category Archives: EDD/PhD class revisions on Major Assessments

Scholar-Practitioners Who Impact Future Change in an Expecting Excellence Educator’s Point of View

I entered the early childhood field because I did not appreciate how I grew up.  I had a bad school experience and teachers from preschool through 3rd grade I did not relate to.  I was told by my first-grade teacher if I wanted to change something I should become a teacher.  I did become a teacher, but to my surprise teachers do not have the voice I thought they did.  Instead, other stakeholders dictated what would go in their classrooms and not give the teachers the autonomy to do what was best for their children.  We became a part of the race to the top funding that unfortunately prepared our students for the worst, not the best.  Schools were no longer working together but against each other to keep best-kept secrets to beat the next school.  The teaching world had become a business in corporate America.

My voice wanted for children to be who they were and yet believe they could accomplish anything to a good support system.  This support included parents, librarians, community workers, teachers, everyone who could and were willing to support students.  As a teacher, I should have a voice and a responsibility to speak out against assessments that do not measure student growth and individual achievement.  “Information on the children should include data on their prior out-of-home program experiences, primary language, and any identified special needs.  To complement these data, states would design a child assessment effort to document the status and progress of children’s knowledge, skills, and behaviors” (National Early Childhood Accountability Task Force, 2013, p. 65).  I believe the presence of these state funding tests is the greatest barrier. It is hard to measure children and teach all required standards.  We may overlook something or take away teaching time to get in standardized assessments.

As a scholar petitioner, I would love to talk to the presidential administration and the House of Representatives and Senate on what initiatives to evaluate programs on growth, not achievement.  Funding should not be taken away because they did not meet your national standard. Standards need to be realistic and not compared globally.  If they are compared globally, why not ask for assistance instead of competition?  We can learn from each other so all students are successful and not bound by where they live or their culture.  “Research shows that the quality of programs, as indicated by multiple dimensions, such as cultural appropriateness, staff skills, intensity and duration, and features of the physical and social environment of programs, is key to improving health, cognitive and socio-emotional development” (Britto et al, 2011, p. 3).  The only downfall is most times to really get a politician or agencies like NAEYC to listen you have to hold an office to fight.  Stakeholders say they listen to teachers, but they do not necessarily follow the advice.  To minimize the downfall, we have teacher unions where teacher serves on those boards and head to Washington and local state decision making legislative conferences.   I think coming together has made a huge impact on what can be done. Unfortunately, teachers in the early childhood field have become complacent, and tired of doing unnecessary assessments that they either make-up something on tests to get by and same on documentation.  They are falling out of love with what they loved to do.  I think bringing preschool teachers, day/ home care teachers, Head Start, Bright Horizons, Porter Leath, and any other early organization would help.  These teachers need to sit down and figure out what worked best in each area and why.  Can one assessment truly cover all domains and is it effective to be universal for all children and cultures?  Then we need to find out how to lessen the stress of paperwork and actually know what is required by evaluators and have time to implement those strategies.  Everyone hates to see an evaluator coming when, if they knew up front this is what should be posted, what your classroom should look like and sound like, then that would lessen the load on accreditation agencies, evaluators, and other stakeholders.  Everyone needs a specific sheet to evaluate from that covers what needs to be seen.  Then schools, parents should know also. Once the country can know what should happen, other stakeholders would know too.  Then politicians would not be trying to cut 9.2 billion from the education budget because it seems like we do not need all the resources previously given.  We might save money if everyone knew best practices and those were given universally.  But without a goal and purpose.  Right now, we need to take a step back and see what is really helping our children and what is not.  Then we may see more educators in a classroom achieves more or technology integrated into classroom helped to achieve more.  As scholar-practitioner, I see a need, but the question is: “Will stakeholders listen?”

The class I am currently taking has impacted how I think about evaluators and how I think about the evaluations we give children. I want to help children but believe that I almost need to work with and train others outside of classroom experience what needs to be met inside the classroom. Standards are great but are our children really measuring up? Programs seek quality, but it goes back to my initial question when I started this class: What is a quality program? Are we only looking at the environment and saying it’s safe for children? CLASS evaluations are listening to the relationship and interactions between the children and caregiver. Looking into evaluations this course has taught me that there are different aspects to quality. My goal would be to transform all these wonderful assessments into a single assessment that teachers, stakeholders, agencies can use one assessment to cover all domains and children and adults feel respected and valued in the end. If we have to ask what is a quality program and how is it assessed, we need to correct some evaluations and assessments toward centers, teachers, and students.

References

National Early Childhood Accountability Task Force (2013). The report of the national early childhood accountability task force: Taking stock: Assessing and improving early childhood learning and program quality. Chapter 4 Retrieved from http://policyforchildren.org/wp-content/uploads/2013/07/Taking-Stock.pdf

Britto, P. R., Yoshikawa, H., & Boller, K. (2011). Quality of early childhood development programs in global contexts: Rationale for investment, conceptual framework, and implications for equity. Sharing Child and Youth Development Knowledge, 25(2), 1–31. Retrieved from http://eric.ed.gov/?id=ED519240

Can You Choose the Proper Assessment for My Students?

      Please help me decide the best researched based assessment I can use for my students

in these two scenarios. The scenarios are not giving away what the assessment I chose to

use nor what my colleagues suggested I use. I value my guests here to help make

informed decisions. Thank you.

      Every assessment is meaningful for educators. Early Childhood educators need to be

informed of various assessments so that they can create meaningful lesson plans and

curriculum for our students and their future. The more assessments available,  parents

and stake holders can review data and make choices in the best interest of the child. The

tasks can be made authentic and the child can feel successful. The information provided

gives a purposeful assessment as defined by Ebbeck, Teo, Tan, & Goh. (2014).

                  “One of the primary purposes of assessment is to gather information about

              children’s development and use it as a basis for curriculum decision making.

              When seen in this light, it will allow children to make further progress in their

               learning. It also enables this information to be shared with all those who have a

              stake in the children’s future, including parents, teachers and caregivers, centre

              administrators and referral agencies for children who have additional needs.” (p.

              116)

     Here is a student who may have a Emotional Disturbed  disability and the teacher

needs to find an assessment that meets his needs and can benefit him later in his

education because he is very intelligent. Decide if he is gifted or needs other assessments

and guidance. I need your help in helping me decide on assessments to help this child. I

want him to be successful and need the best possible assessments to be authentic and

beneficial for him.

Scenario 1: There is a little boy who is five years old. He just started kindergarten. He

was quiet at first. He clung to his mom, she kissed him, and told him she had to go. Once

Mom was gone he cried but then sat down. On his first day at his new school, he could

write his first and last name. Since this was about three weeks into school when he came,

the teacher did not want to back track to the readiness assessment for beginning

kindergarten with him. He was able to grasp objects and  throw crayons to hit others

across the room. The teacher had exhausted all the work that day and he finished early

every time. He would run around the room and laugh as he took someone’s pencil or

knocked them out of their chair. When told to get back to work, he was finished, and it

was correct. According to  Banerjee & Luckner (2013), “The third most frequently

reported challenge was participation of young children when conducting assessment due

to their inappropriate behavior, limited attention span, or noncompliance during the

assessment process that could result in the development of functional goals.”(p.242) He

could write sentences if modeled what you needed for him to do. He became angry and

would tear things off the wall that helped others learn. He spit in one teacher’s face, bit

another teacher, and twisted the hand of an assistant and sprained it. Seemed to be a

bright young man. He was hard to assess because he was constantly moving. He did

seem to have liked the attention of a male figure.  The teachers and school kept trying to

figure out how we can assess this little boy. We can not tell his talents or weaknesses

unless we can get him to move quickly through the assessments in a timely matter.

References

Banerjee, R., & Luckner, J. L. (2013). Assessment practices and training needs of early

childhood professionals. Journal of Early Childhood Teacher Education, 34(3), 231–

248.

Ebbeck, M., Teo, G. L. C., Tan, C., & Goh, M. (2014). Relooking assessment: A study on

assessing developmental learning outcomes in toddlers. Early Childhood Education

Journal, 42(2), 115–123.

In this Scenario the children is clearly identified as having disability which is kept

from you so you can figure out  what it is he has and what intervention we can provide

to him.  He is also in kindergarten and need the intervention and assessments in place to

help him.

Scenario 2: A six-year old boy who is in kindergarten is currently being observed in his

classroom for his behavior and actions towards others. He is a very smart boy. He can

remember things academically. But if he stabs someone with a pencil or kick them in the

head, he cries when the teacher calls his hand to it. He says he does not remember it and

he is sorry.  He can run out of the room with others and laugh if they are doing good or

bad things. He says he wants to be their friend. No one wants to be his friend because he

hurts people. Even after telling him to stop he waits, but it doesn’t take two minutes

before he is up again touching someone. He loves one on one time with teacher and can

focus on his favorite task tracing the alphabet and finding the alphabet on cookies. He

constantly has an obsession with this game on alphabets and anything to do with the

alphabet, including magnets, computer games and the ABC cookies game. He sneaks

behind teacher’s work area to sprawl the alphabet cookies on the floor. Any find and

seek game he loves to play. He cries when no one will share but when he receives

anything he does not share. He will cry louder after teacher acknowledge he’s in trouble.

Teacher and other people that work with him are frustrated because he does not seem to

stop and they feel that they are not equipped to handle a child like him. “The present

results from a study demonstrated that professional training related to assessment tools

and techniques is offered inconsistently to school professionals.” (Madaus, Rinaldi, Bigai,

&Chafouleas, 2009, p. 91, para 4.) All the assessments they have taken were academic to

even be considered an Response to Intervention(RTI) student. They figured his behavior

and peculiar actions at times where he would change his name and not answer unless

you called him by that name, would affect academics to place him on the RTI list and

have a team review him. He passed all academic test and beyond. The school

psychologist would not look at him and just said he had a behavior problem deal with

him, since he was so smart. Parents have worked with teacher and proved that this

behavior has followed him through preschool.  His teacher there said he needed help but

did not know what kind. The current school counselor, teacher and parents have sat

down to discuss his behavior. He is also sick a lot and mom says it is from allergies. No

one intervention is there for children with his condition. “Successful interventions may

share several common elements that can help improve the skills and lives of young

children with [this problem].” (Magiati, Charman, & Howlin, 2007, p.810, para 4) They

have a plan to start with and teacher will start implementation as soon as this little boy

returns from being sick.

References

Madaus, J., Rinaldi, C., Bigaj, S., & Chafouleas, S. (2009). An examination of current

assessment practices in northeastern school districts. Assessment for Effective

    Intervention, 34(2), 86-93.

Magiati, I., Charman, T., Howlin, P. (2007). A two-year prospective follow-up study of

community-based early intensive behavioural intervention and specialist nursery

provision for children with autism spectrum disorders. Journal of Child Psychology

and Psychiatry 48(8), p 803–812. doi:10.1111/j.1469-7610.2007.01756.x

Language and Literacy Development Journey — Educator Expecting Excellence Journal

Feedback 8081 Lavy wk6assignharwelll-introductionFeedback 8081wk6assignharwelll-toddler-stageOriginally posted on Elle’s World – Everything Education: The subject of my language and literacy development paper is Lavy, a first generation child born in the United States to an Ecuadorian father and Jamaican mother. Lavy has two older brothers, one who developed language and cognitive disabilities from a car accident at the age…

via Language and Literacy Development Journey — Educator Expecting Excellence Journal

Sharing Your Language and Literacy Development Journey with Your Community of Practice

I have a little boy who is bilateral deaf (hearing impaired in both ears).One ear can hear about seventy percent of words spoken while the other ear is completely deaf. My language and literacy journey has been difficult when it comes to hearing impairment. Cochlear implants seems to cure all unless severely deaf. To continue, I need more suggestions on resources and interventions after cochlear implants. What is next?

Our resources throughout the course gave many good examples to use. Yes, I hit on milestones,language acquisition, but only receiving two new articles each section of this early childhood journey. Any suggestions for hearing impaired resources? Page length is no problem for me except to get to four pages, it feels like I’m repeating myself and trying to drag out information already covered in the introduction of the child. How do you move through sections without repeating/ plagiarizing  what you have previously talked about? For me frustration comes when another section is due and I haven’t figured out if I was doing the first few right. So please when reading and giving honest feed back or suggestions let me know how to make this better. I won’t get offended I just need to know what can be added or taken out. So I am including my Intro/prenatal section and the section that came next: “Toddler” section. I believe if I know how to fix these sections, I can fix the rest of the paper or at least have the confidence that I am going in the right direction. According to our emails/ announcements, I “revised” only the toddler section to make sure as the writing center told me at my residency about APA and scholarly writing, to cite every sentence if you have to. Also although most websites do not have page numbers so they are not included, even if they have dates (1999-2015) pick the last date instead of writing (n.d) so I revised that as well.And the YouTube videos had “b” and “c” on them with no date. So when it was published it wasn’t necessarily the date it was made. Some one just republished it on YouTube for Reading Rockets. So APA style has rules and I was also told by the Walden Writing Center that it various on what the professor will allow and accept so this is really even more difficult to follow APA because it changes from one course to the next. Some are basics that all must follow and others vary from professor such as if para or page numbers need to be at an end which is not always required in APA depending on the source. So if you would also check grammar and APA from your understanding in these sections that would be helpful for me as well.  I’m not sure if I should give feedback because of uncertainty of telling my colleagues the wrong the information. But nevertheless I will provide sources and input on how to add value to our upcoming major assessment. I can be a perfectionist at time and I do want things done right. Add your comments on the word document and resend to me here in the comment/reply section after you respond to a blog.Thank you in advance for your input.

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