individual growth & development indicators for 3-year old ... · sound id | setup (winter &...

Individual Growth & Development Indicators for 3-year old’s (P3-IGDIs)

2017 (beta) Edition

A solution-based approach to assessing 3 year olds for the Kansas Early Learning.

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Copyright © 2017 | Early Learning Labs, Inc. 2

Purpose & Design

Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

P3 IGDIs are a set of early language & literacy measures for monitoring the development of 3 year old children (36-48 months old). These measures are designed using the same evidence-based process present in the myIGDIsEarly Literacy+ measures for 4/5 year olds, however, for this study, items were designed exclusively for use with 3/4 year olds, or the PreK-3 year (P3). The measures being tested include:

• Picture Naming (Oral Language) (F/W/S)

• Sound Identification (Alphabet Knowledge) (W/S)

• Rhyming (Phonological Awareness) (S)

Purpose & Design

The intent of this study is to develop and test a set of early language & literacy measures for monitoring the development of P3 children (36-48 months old). These measures are designed using the same evidence-based process present in the myIGDIs Early Literacy+ measures for 4/5 year olds, however, for this study, items will be designed exclusively for use with 3/4 year olds, or the PreK-3 year (P3). The measures being tested include:

Picture Naming (Oral Language)Sound Identification (Alphabet Knowledge)Rhyming (Phonological Awareness)

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What you will be receiving…

Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

• P3 Assessment Binder for each Instructor. Binders include assessment cards for:• P3-Picture Naming

• P3-Sound ID

• P3-Rhyming

• P3 Administration Manual

• P3 Record Forms

What you will be receiving…

P3 Assessment Binder for each Instructor. Binders include assessment cards for:P3-Picture NamingP3-Sound IDP3-Rhyming

P3 Administration ManualP3 Record Forms

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What you will notice…

Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

• Many similarities to administering Early Literacy+.

• The same sample cards and procedures.

• A few more test cards per sub-test.

• Some sub-tests are not intended to be administered 3x/year.

What you will notice…

Many similarities to administering Early Literacy+.The same sample cards and procedures.A few more test cards per sub-test.Some sub-tests are not intended to be administered 3x/year.

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Administration Windows (suggested)

Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

Start Date End Date

Fall Aug 15 Nov 14

Winter Nov 15 Feb 14

Spring Feb 15 May 14

Suggested Administration Windows are the same as the other myIGDIs assessment tools. However be sure to follow your program’s administration windows if they differ from the dates/ranges suggested here.

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Instructions

Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

• Administer to children attending PreK-3 (3 year olds), 2-years before Kindergarten.

• Record all responses on the P3 Record Form.

• Follow the prompt provided on the back of the cards, printed in red.

• Answers are noted on the back of the card.

• Only give the seasonal measures appropriate for each given season: Picture Naming (F/W/S), Sound ID (W/S) and Rhyming (S)

Instructions

Administer to children attending PreK-3 (3 year olds), 2-years before Kindergarten.Record all responses on the P3 Record Form.Follow the prompt provided on the back of the cards, printed in red.Answers are noted on the back of the card.

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Picture Naming | Setup

Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

P3-Picture Naming includes four sample items labeled Sample A-D, followed by 25 test items. Items are always presented in the same order. During administration, deliver all four sample cards. If the child passes the sample cards, go on to the rest of the items. Present each card one at a time by flipping the item over the easel to show the pictures to the child.

Picture Naming | Setup

P3-Picture Naming includes four sample items labeled Sample A-D, followed by 25 test items. Items are always presented in the same order. During administration, deliver all four sample cards. If the child passes the sample cards, go on to the rest of the items. Present each card one at a time by flipping the item over the easel to show the pictures to the child.

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The administrator should stop if during Sample Items C & D the child does not respond or gives an incorrect response after 2 attempts on EITHER Sample Card, stop administration of the measure. Stop criteria are noted right on the sample cards.


Picture Naming | Discontinuation Criteria

Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

Picture Naming | Discontinuation Criteria

The administrator should stop if during Sample Items C & D the child does not respond or gives an incorrect response after 2 attempts on EITHER Sample Card, stop administration of the measure.Continue on to administration of any remaining measures.

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Picture Naming | Test Card


Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

frontback

Picture Naming | Test Card

The picture naming sample cards are the same as Literacy+ but the test cards are different. You will notice an ID number in the top right corner of the card. This is for us to know what item it is when analyzing the data. You do not have to keep track of this number when assessing the students.

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Picture Naming | Scoring

Record the total number of correct responses on the P3 Record Form. All responses are scored 0 or 1. A response that matches any of the item keys on the back of the card constitutes a score of 1. Any other response constitutes a 0 response.

If the child does not pass the sample cards, enter “n/a” as the Score.

Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

Picture Naming | Scoring

Record the child’s response on the P3 Record Form. Circle the responses stated or write in any additional responses the child provides on the recording form.


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Record Form


Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

Record Form

When filling out the record form please make sure that you have filled out the Date of birth and the date of administration. Each record form sheet can be used to track an individuals student’s progress from Fall to Winter to Spring. Should only be used with P3 children.

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Picture Naming | FAQ

Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

1. What if the child provides a response that has additional descriptor(s) embedded (e.g. correct response is “shell” but child says, “sea shell”)?

2. What if the child provides a response that is the singular version of the word when where is multiple items in the image (e.g. child says “nail” and the picture is a pile of nails)?

3. What if the child answers in a foreign language?

Answer 1:As long as the child’s response includes the full response(s) written on the back of the card AND describes additional features or properties of the item without changing the nature of the response, the item can be considered correct (e.g. sea shell or brown paper bag would be correct). More sophisticated responses include information that elaborates and adds to the context at a higher level than the basic response required to get the item correct.

Examples of More sophisticated responses:Brown Paper Bag for “Bag”Continental United States for “Map/United States”Wrist Watch for “watch”

Examples of responses that are NOT more sophisticatedCooker man for “chef”Bug for “caterpillar”Grass cutter for “lawn mower”

If this happens, please circle the correct response choice on the score sheet, but ALSO write the child’s full response in the alternate response column. Do not write the child’s full response in the “incorrect response” column to avoid confusion with data entry.

Answer 2:It is correct if the answer is singular and the picture has more than one

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It is incorrect if the answer from the child is plural and the image only has one (e.g. if the child says “cherries” and the image is of one cherry)

Answer 3:Can you tell me that in English?Note: No responses given in a language other than English should be considered correct.

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Sound ID | Setup (Winter & Spring Only)

Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

P3-Sound ID includes four sample items labeled Sample A-D, followed by 25 test items. Items are always presented in the same order. During administration, deliver all four sample cards. If the child passes the sample cards, go on to the rest of the items. Present each card one at a time by flipping the item over the easel to show the pictures to the child.

Sound ID | Setup


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Sound ID | Discontinuation Criteria

The administrator should stop if during Sample Items C & D the child does not respond or gives an incorrect response after 2 attempts on EITHER Sample Card, stop

administration of the measure.

Continue on to administration

of any remaining measures.

Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

Sound ID | Discontinuation Criteria


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Sound ID | Sounds

Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

The identified sounds for each letter are noted below:

Sound ID | Setup


If the child names the letter, ask them to point to their response. If the child does not pass the sample cards, mark the “discontinue” checkbox on the recording form. If a child incorrectly responds to 10 items in a row (consecutively) you may discontinue the task. Do this by drawing a line after the 10th incorrect response. If the child indicates they don’t know or provides no response, enter “n/a” as the Score.

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Sound ID | Test Card


Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

frontback

Sound ID | Test Card

Here is an example of Sound ID test card. There are a series of letters on both sides of the card. The letter that is in red is the correct response that we are looking for from the child.

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Sound ID | Scoring (Winter/Spring Only)



Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

Sound ID | Scoring

The child should always respond to each item by pointing to the answer.

Record any response given by circling the child’s selection on the P3 Record Form.

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Record Form


Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

Record Form


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Rhyming | Setup (Spring Only)

Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

P3-Rhyming includes four sample items labeled Sample A-D, followed by 25 test items. Items are always presented in the same order. During administration, deliver all four sample cards. If the child passes the sample cards, go on to the rest of the items. Present each card one at a time by flipping the item over the easel to show the pictures to the child. Point to each picture as you label it given the standardized prompt printed on the back of the card. Some of the P3-Rhyming items will have three choices and some will have two choices.

Rhyming | Setup

P3-Rhyming includes four sample items labeled Sample A-D, followed by 28 test items. Items are always presented in the same order. During administration, deliver all four sample cards. If the child passes the sample cards, go on to the rest of the items. Present each card one at a time by flipping the item over the easel to show the pictures to the child. Point to each picture as you label it given the standardized prompt printed on the back of the card. Some of the P3-Rhyming items will have three choices and some will have two choices.

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Rhyming | Discontinuation CriteriaThe administrator should stop if during Sample Items C & D the child does not respond or gives an

incorrect response after 2

attempts on EITHER

Sample Card, stop

administration of the

measure.

Continue on to

administration of any

remaining measures.

Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

Rhyming | Discontinuation Criteria


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Rhyming | Discontinuation Criteria Cont.


If the child does not pass the sample cards, mark the “discontinue” checkbox on the recording form. If a child incorrectly responds to 10 items in a row (consecutively) you may discontinue the task. Do this by drawing a line after the 10th incorrect response. If the child indicates they don’t know or provides no response, circle the corresponding DK/NR option. No scoring is necessary.

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Rhyming | Test Card


Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

frontback

Rhyming | Test Card

This is an example of a test card. Just like with the original version the prompts is on the back side of the cards towards you and the series of pictures is on the front side for the child to see.

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Rhyming | Scoring

The child can respond by saying the answer pair (e.g., bees, cheese), pointing to the answer pair (e.g., bees, cheese), saying just the answer (e.g., cheese), or pointing to just the answer (e.g. cheese).



Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

The child can respond by saying the answer pair (e.g., bees, cheese), pointing to the answer pair (e.g., bees, cheese), saying just the answer (e.g., cheese), or pointing to just the answer (e.g. cheese).


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Record Form


Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

Record Form


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Standard Setting- Establishing Cut Scores

• To identify cut scores for the IGDI Picture Naming measure the University of Minnesota IGDIlab team employed a contrasting groups design where we contrasted two independent evaluations of student performance:• Child responses on the IGDI measures

• Teacher qualitative evaluation of student Tier level

• These two criteria, or sources were then examined to determine to what degree they overlapped. Four options for correspondence were reviewed:

IGDI Tier 1 IGDI Tier 2/3

Teacher Tier 1 + + + -

Teacher Tier 2/3 - + - -


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These correspondence rates can be considered as two overlapping distributions. The cut score is then set by maximizing the likelihood that the IGDI score obtained will produce consistent ratings with teacher evaluations. The cut score is represented as the line depicted below.

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The cut score is then evaluated in a Receiver-Operator Curve (ROC) by examining the sensitivity (positive identification of children who need intervention) and specificity (positive identification of children who do not need intervention).

As a result, the P3 Picture Naming IGDIs has an established cut score and related sensitivity and specificity values.

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Using data to set normative benchmarks


• Another approach to setting standards to evaluate student performance is through normative benchmarks. IGDIs employ normative benchmarks with measures under development that require additional data before setting criterion-based benchmarks. In the P3 set this represents Sound ID and Rhyming.

• Normative benchmarks use the distribution of student performance to guide decision making. In normative benchmarks percentiles are used to identify tier-level candidacy. For example, in a MTSS model students who perform below the 20th percentile are identified as candidates for intervention.

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The Normal Distribution


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Reminders

Introduction

Picture Naming

Rhyming

Sound ID

Closing Notes

• Follow instructions carefully.

• Call or email if you have any questions!o 612-466-4975

o [email protected]

Reminders

Follow instructions carefully.Call or email Dena Roberts if you have any questions!

o Her number is 612-466-4975o Her email address is [email protected]

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Questions?

Thank you!

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individual growth & development indicators for 3-year old ... · sound id | setup (winter &...

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