The Early Learning The Early Learning Accomplishment Profile (EAccomplishment Profile (E--LAP)LAP)

Presented by: Presented by: Linda Comley, Early Childhood Specialist Berea RTCLinda Comley, Early Childhood Specialist Berea RTC116 Jane Street116 Jane StreetPO Box 159PO Box 159Berea, KY. 40403Berea, KY. 4040311--800800--343343--29592959Linda.comlely@berea.kyschools.usLinda.comlely@berea.kyschools.usDeveloped by Tiffany Stevens, IECE/ EKU Student &Developed by Tiffany Stevens, IECE/ EKU Student &Linda Comley, Berea RTCLinda Comley, Berea RTC

mailto:Linda.comlely@berea.kyschools.us

Session ObjectivesSession ObjectivesParticipants will develop:Participants will develop:oo an understanding of Kentuckyan understanding of Kentuckys s

Continuous Assessment System for early Continuous Assessment System for early childhood.childhood.

oo an understanding of the Early Learning an understanding of the Early Learning Accomplishment Profile (EAccomplishment Profile (E--LAP).LAP).

oo skills necessary to administer, score and skills necessary to administer, score and use the data obtained for educational use the data obtained for educational purposes.purposes.

What is Continuous What is Continuous Assessment?Assessment?

A Continuous Assessment System, as A Continuous Assessment System, as defined by the Kentucky Department of defined by the Kentucky Department of Education (March, 2004) has the Education (March, 2004) has the following features:following features:

Includes both formal and informal assessments Includes both formal and informal assessments that are conducted on a regular basis,that are conducted on a regular basis,Is integrated with instruction at various times,Is integrated with instruction at various times,Improves learning and helps guide and direct Improves learning and helps guide and direct the teachingthe teaching--learning process,learning process,Should inform every aspect of instruction and Should inform every aspect of instruction and curriculum.curriculum.

Building a Strong Foundation for School Success:Building a Strong Foundation for School Success:KentuckyKentuckys Early Childhood Standardss Early Childhood Standards

Building a Strong Foundation for School Success: Building a Strong Foundation for School Success: KentuckyKentuckys Continuous Assessment Guides Continuous Assessment Guide

Building a Strong Foundation for School Success: Building a Strong Foundation for School Success: KentuckyKentuckys Early Childhood Quality Selfs Early Childhood Quality Self--Study for Study for Center Based Programs, Center Based Programs, Birth to FiveBirth to Five

Continuous Assessment SystemContinuous Assessment SystemChildren with Suspected Disabilities

Children with Diagnosed Disabilities

Step 1: ScreeningEmotional/SocialSelf Help/AdaptiveCognitiveMotorLanguage

Step 3: Classroom/InstructionalSet goalsDevelop strategiesImplementCollect informationReview progressMake referrals

All Children

Step 2: DiagnosticHealthDevelopmentalSensory and/orBehavioral

Step 2-A: ARC/IFSP Meetings

Step 2-B: Develop and Implement IEP/IFSP

IDEA

Legend:ARC: Admissions & Release CommitteeIEP: Individualized Education ProgramIFSP: Individualized Family Service Plan

DefinitionDefinition

Classroom/instructional assessment is the ongoing Classroom/instructional assessment is the ongoing process of gathering information about childrenprocess of gathering information about childrens s current capabilities (knowledge, skills, behavior, current capabilities (knowledge, skills, behavior, attitudes) then organizing and interpreting that attitudes) then organizing and interpreting that information.information.

Meaningful assessment involves looking at Meaningful assessment involves looking at information from multiple sources gathered over information from multiple sources gathered over time before drawing conclusions about a young time before drawing conclusions about a young childchilds development and learning.s development and learning.

Why Assess?Why Assess?The Responsibility to AssessThe Responsibility to Assess

From the joint position statement of NAEYC and the National AssoFrom the joint position statement of NAEYC and the National Association of ciation of Early Childhood Specialists in State Departments of Education:Early Childhood Specialists in State Departments of Education:

Policymakers, the early childhood profession, and other stakehoPolicymakers, the early childhood profession, and other stakeholders in young lders in young childrenchildrens lives have a shared responsibility to s lives have a shared responsibility to make ethical, appropriate, make ethical, appropriate, valid, and reliable assessment a central part of all early childvalid, and reliable assessment a central part of all early childhood programs. hood programs. To assess young childrenTo assess young childrens strengths, progress, and needs , use assessment s strengths, progress, and needs , use assessment methods that are developmentally appropriate, culturally and linmethods that are developmentally appropriate, culturally and linguistically guistically responsive, tied to childrenresponsive, tied to childrens daily activities, supported by professional s daily activities, supported by professional development, inclusive of families, and connected to specific, bdevelopment, inclusive of families, and connected to specific, beneficial eneficial purposes: (1) making sound decisions about teaching and learningpurposes: (1) making sound decisions about teaching and learning, (2) , (2) identifying significant concerns that may require focused intervidentifying significant concerns that may require focused intervention for ention for individual children, and (3) helping programs improve their eduindividual children, and (3) helping programs improve their educational and cational and developmental interventions.developmental interventions.

(NAEYC & NAECS/SDE 2003,1) (NAEYC & NAECS/SDE 2003,1)

Why Assess?Why Assess?

To monitor childrenTo monitor childrens development and s development and learninglearning

To guide our planning and decision makingTo guide our planning and decision makingTo identify children who might benefit from To identify children who might benefit from

special servicesspecial servicesTo report to and communicate with others To report to and communicate with others

(families, other professionals, program (families, other professionals, program evaluation and accountability)evaluation and accountability)

What is sound assessment?What is sound assessment?

Sound or appropriate assessment Sound or appropriate assessment instruments are reliable, valid, free of bias, instruments are reliable, valid, free of bias, and suited to childrenand suited to childrens developmental s developmental characteristicscharacteristics

Reliable assessments are:Reliable assessments are:

Accurate and consistent. Accurate and consistent.

Yield similar results upon additional Yield similar results upon additional administrations and across examinersadministrations and across examiners

Valid Assessments:Valid Assessments:

Measure what we want them to measureMeasure what we want them to measureProvide results that agree with other Provide results that agree with other

information gathered in other ways about information gathered in other ways about the same behaviorthe same behavior

Sample enough behavior to represent the Sample enough behavior to represent the whole child or give a good picture of childwhole child or give a good picture of childs s abilityability

Bias Free Assessments:Bias Free Assessments:

Do not unfairly discriminate against a child Do not unfairly discriminate against a child or group of children on the basis of such or group of children on the basis of such factors as gender, urban or rural residence, factors as gender, urban or rural residence, socioeconomic status, family structure, socioeconomic status, family structure, ethnic origin, culture, and language.ethnic origin, culture, and language.

Assessments must be Assessments must be developmentally appropriatedevelopmentally appropriate

Take into account patterns of uneven Take into account patterns of uneven developmentdevelopment

Limited language skillsLimited language skillsSensitivity to contextSensitivity to contextLimited interest in being testedLimited interest in being testedInability to meet the demands of certain Inability to meet the demands of certain

types of taskstypes of tasks

How do we assess young childrenHow do we assess young childrens s development?development?

Performance assessmentPerformance assessment

Authentic assessmentAuthentic assessment

What should be assessed?What should be assessed?

ChildChilds growth and development s growth and development

Expected outcomes based upon curriculum, Expected outcomes based upon curriculum, teaching, standards, etc.teaching, standards, etc.

When should assessment be done?When should assessment be done?

Before children enter school or program (parent Before children enter school or program (parent information, medical information, information from information, medical information, information from previous /programprevious /program

DailyDaily--child observations/anecdotal noteschild observations/anecdotal notes Periodically: Periodically: initial & final assessmentsinitial & final assessments focus focus

on developmental domains, outcomes, etc. on developmental domains, outcomes, etc. interim assessmentinterim assessment can give you a reading on can give you a reading on how children are doing and whether changes need how children are doing and whether changes need to occurto occur

Before and after unit, theme or projectBefore and after unit, theme or project As needed to address a problem or concernAs needed to address a problem or concern

Methods to Gather InformationMethods to Gather Information

ObservationObservation Work ProductsWork Products Elicit a Response Elicit a Response Annotated photographAnnotated photograph ChecklistChecklist Rating ScalesRating Scales Anecdotal RecordsAnecdotal Records InterviewsInterviews CriterionCriterion--Referenced AssessmentsReferenced Assessments

IntroductionIntroduction

This assessment is one that focuses on the developmental This assessment is one that focuses on the developmental level between birth and three years (36 months).level between birth and three years (36 months).

The EThe E--LAP is a criterion referenced assessment used to LAP is a criterion referenced assessment used to assist teachers, parents, and clinicians in understanding assist teachers, parents, and clinicians in understanding individual skill development. individual skill development.

The results of this assessment can be used to get a picture The results of this assessment can be used to get a picture of a childof a childs developmental progress so individualized s developmental progress so individualized activities can be planned and used for the child. activities can be planned and used for the child.

It can be used at specific checkpoints or as on an going It can be used at specific checkpoints or as on an going assessment throughout the year.assessment throughout the year.

The EThe E--LAP can be used with any infant or toddler including LAP can be used with any infant or toddler including children with disabilities. children with disabilities.

Developmental Areas AssessedDevelopmental Areas Assessed

Gross MotorGross MotorFine MotorFine MotorCognitiveCognitiveLanguageLanguageSelf HelpSelf HelpSocial/EmotionalSocial/Emotional

How to Calculate Chronological AgeHow to Calculate Chronological Age

YearYear MonthMonth DayDayDate of Date of TestingTesting

20042004 10 910 9 01 3101 31

Date of BirthDate of Birth 20022002 99 1515

Chronological Chronological AgeAge

2 *2 * 0 **0 ** 1616

Age in Months Age in Months ******

2525

***Number of years (*) X 12 + number of months (**). If number of days is 15 or greater add one month. For example Chronological Age for this child is 2Years, 1 month or 25 months.

How to Administer the EHow to Administer the E--LAPLAP

Determine starting points:Determine starting points:

The starting point for each child is their The starting point for each child is their chronological age in months. If there are no chronological age in months. If there are no items at this age then the start point is the items at this age then the start point is the first item in the developmental age range first item in the developmental age range prior to the childprior to the childs chronological age.s chronological age.

How to Administer the EHow to Administer the E--LAPLAP

Scoring Procedure:Scoring Procedure:

If the child meets the criteria for an item If the child meets the criteria for an item record a (+ ) in the scoring section of the record a (+ ) in the scoring section of the scoring book. If the child doe not scoring book. If the child doe not demonstrate the skill a (demonstrate the skill a ( ) is recorded .) is recorded .

How to Administer the EHow to Administer the E--LAPLAP

Basal and Ceiling Criteria:Basal and Ceiling Criteria:

Basal: 8 consecutive items successfully completedBasal: 8 consecutive items successfully completed

Ceiling: 3 errors out of 5 consecutive itemsCeiling: 3 errors out of 5 consecutive items

Refusals are recorded as (Refusals are recorded as (--) and refused written ) and refused written in the comments column.in the comments column.

How to Administer the EHow to Administer the E--LAPLAP

Computing raw scores:Computing raw scores:1. All items prior to the basal are counted as1. All items prior to the basal are counted as

correct.correct.2. After the ceiling item is obtained write the2. After the ceiling item is obtained write the

write the number of the ceiling item at the write the number of the ceiling item at the bottom of the where stated bottom of the where stated Number of Number of the last item of the ceiling.the last item of the ceiling.

3. Count the number of errors between the basal 3. Count the number of errors between the basal and the ceiling. Record this number where stated and the ceiling. Record this number where stated Subtract (minuses between basal/ceiling).Subtract (minuses between basal/ceiling).

4. Subtract as indicated this number becomes the 4. Subtract as indicated this number becomes the raw score for that domain. raw score for that domain.

How to administer the EHow to administer the E--LAPLAP

Determining the Approximate Developmental Determining the Approximate Developmental Age:Age:

Using the raw score for a developmental Using the raw score for a developmental domain, find the corresponding item domain, find the corresponding item number in that domain. The age range number in that domain. The age range where this number is located is the where this number is located is the Approximate Developmental Age. Approximate Developmental Age.

Practice Administering the EPractice Administering the E--LAPLAP

How to use the test results?How to use the test results?

EvaluationEvaluation

How would you rate me on a scale of wonderful to marvelous?

The Early Learning Accomplishment Profile (E-LAP)DefinitionWhy Assess?Why Assess?What is sound assessment?Reliable assessments are:Valid Assessments:Bias Free Assessments:Assessments must be developmentally appropriateHow do we assess young childrens development?What should be assessed?When should assessment be done?Methods to Gather InformationIntroductionDevelopmental Areas AssessedHow to Calculate Chronological AgeHow to Administer the E-LAPHow to Administer the E-LAPHow to Administer the E-LAPHow to Administer the E-LAPHow to administer the E-LAPPractice Administering the E-LAPHow to use the test results?