Article Assignment Three

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 Engaging Familes In Child Assessment Engaging Familes In Child Assessment – Alternative Formats (11.048 MB) 

Title: Article Assignment ThreeIntroduction: Engaging Families in the Child Assessment ProcessThe Assignment:Summarize the attached article, in your own words, by answering the three questions listed below. Each question should have an answer that has at least 5-7 sentences. Please make sure you read the statement on Plagiarism. Also, do not copy and paste the article – that is plagiarism. 1.    What is the main focus of the article?2.    What are three strategies/resources/ideas that are discussed in the article?3.    How will you implement the strategies/resources/ideas from paragraph two when working with children?Grading Criteria20 points – Three paragraphs are included, each paragraph has a minimum of seven sentences20 points – First paragraph summarizes the main focus of the article30 points – Second paragraph summarizes three strategies from the article 20 points – Third paragraph gives specific strategies/ideas you will use when working with young children.10 points – correct grammar and spelling are usedResources: Link attached to assignment

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Margaret Caspe, Andrew Seltzer, Joy Leo Kennedy, Meria Cappio, and Cristian DeLorenzo

Using

Documentation

لم مح

Assessment to Support Children’s

earning

Infants, Toddlers, and Preschool

Engaging Families in the Child Assessment Process

and developmental needs 2

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55 the contexts of home, school, and community. Founded 1111853 ٨5 currently provides early childhood services in New York City 10 nearly 1,000 children from birth through 25عع and their families. We offer a variety of comprehensive home-based and center- based programs with enriching curriculum, qua!- ity instruction, and a range 0٤ family supports that promote children’s development, including family counseling and comprehensive health services.

Collaborative assessment: Background ل definitions

Guidelines for administering and using child assessments emphasize 110ع importance of I involving families (NRC 2008). In the broadest ق

sense, assessment refers 10 the ongoingprocess ة of monitoring a child’s competencies 20ل using ة this information to improve the child’s learning ؛ (ECLKC 2013). Assessment often takes the form of ع

though, the responsibility for developmental as- sessment 1ى increasingly shared with teachers 2104 other professionals.

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71 12417117144٤ 5712ى appropri- 4Í2 741٠11؛4122 5712 2٠۶45؛g7127 milestones? How 2411 we tailor the program ٤0better meet her strengths and needs?

Because families play such an integral role 11٦ children’s lives, 1ا is essential for families 2101 teachers 10 work together 10 promote children’s development. For this reason, our organization, the Children’s Aid Society (CAS), has worked in- tentionally 10 make child assessment an integrat- ed 01ه collaborative effort between families and practitioners. This collaboration allows teachers 20ل families 10 gain insight 11010 ه child’s skills

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assessment shines ه spotlight 011 these discontinuities 10 help teachers support the child’s development.

Promising practices for engaging families in the assessment process

while there 1ى consensus that families should be involved in the assessment process, different branches 0٤ the early childhood field tend ٤0 conceptualize families’ roles and responsibilities in overlappingyet different ways. Each branch contributes important 12550105 01 11ع best ways 10 engage 211011105 10 child assessment. ٨5 has used ه combination 0٤ these approaches with children in our pro- grams from birth through age 5. At 0101141205 Aid Society, we attempt 10 draw from three perspectives (see “How Different Branches 0٤ the Early Education Field Integrate Families 110 11ع Assessment Process”) 10 4202100 strate- 15ع that better integrate families into our child assessment process. The following are ٦٧ promising practices that our

teacher observation records, checklists 1اه teachers com- plete, and samples 0٤ childrens work. Involving families 11 this process enables them 10 share their expertise about their children and creates an exchange 0٤ information be- 1٧221 families and teachers that supports children as their strengths and needs change.

Collaborative assessment creates a common basis for discussion, allowing teachers 21121001115ل to set realistic goals for children5 learning. Moreover, children thrive when they ٣ه part 0٤ a community 11 which families and teachers understand children’s strengths and areas 0 need and then individualize teaching to match 11ع children’s ٤- pabilities (Coppie & Bredekamp 200

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). For example, ه child might demonstrate emerging mathematical ability 110 the home when involved 110 routine activities 111ع counting the number 0٤ dinner plates when setting the table. However, the child might have difficulty transferring those compe- tencies to 1011101•+ activities in the classroom. Collaborative

How Different Branches of the باهتة Education الا Integrate Families Into th© Assessment Process

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the classroom. After consulting ٧111 11 عprogram 052000- gist (one of the authors), the teacher invited the mother to observe 110 عchild in 11 عclassroom. The clinician joined the observation, and while the ٤00 watched 11 child, 1 عexplained the different ways he perceived 11 child show- ing control 204 attentive mastery 0٤ 115 environment. This guided observation helped alleviate the mother’s concerns and gave the teacher deeper insight into 10٢٢٧ the structure 0٤ her classroom was benefiting the child’s development.

2٠ Ensure assessments include children’s develcpment 1ل behavier in multiple settings children develop and 122110 11 multiple settings, includ- ingthe home environment, the early education setting, 1ع neighborhood, and the larger culture (Bronfenbrenner 1989). ٨ complete assessment evaluates how children perform at the program and 1٦ .1010اه CAS programs, our family partnership staff begin the enrollment process by conducting a home visit, during which they get10 00٧ 10ع family 21ل child by interviewing them اه home. Although 11ع home visits are made as part 0٤ the Early Head Start and Head Start requirements, this method 15 an extraordinary way for 20ل practitioner 10 develop trusting relationships with families and gain better insight 11010 children’s devel- opment as well as their social and cultural backgrounds. Even short 30-minute visits make ه difference.

educational team 1 وinstituted ٤0 foster collaborative child assessment.

1. Create various opportunities for families and teachers to communicate

Families and teachers need numerous opportunities 10 communicate about children’s development (Lawrence- Lightfoot 2004). 10 be meaningful, the information teach- ers provide 10 families must ع unbiased, clear, jargon free, and presented 11 different ways. Some families prefer seeing charts and checklists 0٤children’s progress, while others 001212[ 001101105 or observational narratives. 1٤ 18 important for educators 10 provide notes and documentation 11 each 2101105 home language.

While family-teacher conferences are one important avenue for conversations about children’s progress, 01- going written notes, phone calls, and home visits 2150 offer occasions for parents and teachers ٤0 discuss 1ه individual child’s assessments. 11 each 0٤ these interactions, it is important 10 find ways for families 10 receive the informa- tion 4114 take 21 active role 11 the assessment process. 10 achieve this, childrens Aid Society programs use both formal standardized 10015 and organic informal discussions.

For instance, our Early Head Start programs use 11ع Ounce Scale assessment for children ages 0-36 10011115, which contains a Family Album component (Meisels et 1ه. 2003). Parents receive ه booklet in which 10 write down, draw, or include photos 10 510٢٢٧ their own observations of their children. They 115ع these 10 prompt conversations ٢٧11 teachers. Although families complete 115 activity as part 0٤ 2 standardized assessment, teachers 1٦ other programs can easily draw 01 scrapbooking ل0ه journaling 2 ways for families 10 chronicle children’s development in ٤1 home and share their observations with the children’s teachers.

0٨5 programs also use the Ages and 514208 Question- naires 0[ children ages 0-5 11 which both families and teachers rate children on various aspects 0٤ their 42٧2100- ment (Squires & Bricker 2009). 111 our 0-3 programs, home 0151٤015 complete 11ع questionnaires together with families. In our preschool-age programs, families answer 1ع ques- tionnaires ٤ه home and return them to 11 teachers who review the results ل11ه use them as a starting point for 415- cussion. 30٤1 methods allow our staff 10 gain 11ع family’s perspectives 01 the child and 115 or her social, emotional, and cognitive development, and to ensure that communi- cation 15 bi-directional, with information flowing 11 both directions between families and practitioners.

Our programs also rely 011 informal discussions 10 un- derstand [2101119 evaluations 0[ their children. For exam- 01, a mother recently approached 0٨5ه teacher ٧1٤1 con- cerns that her child was extremely active اه home, she was worried that 1ع might have an attention deficit disorder. The teacher, however, did not observe these behaviors in

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standing 0٤children’s development. However, 1٤ is 00٤ enough for family members 10 understand their children’s development. 1210011125 must have 11ع tools, resources, and confidence ٤0 010ععو this information ٤0 further children’s learning in supportive 214 caring relationships (Weiss, Lopez, & 5211 2010). ٨5 one example, 110 response ٤0 evaluation findings showing that the language and literacy development 0٤ children 110 CAS programs needed more attention, teachers and families worked together 10 create developmentally 204 culturally appropriate home-school connection activities for families and children ٤٥ do ٤و home.

Shortly after visiting the 10102, family partnership staff conduct 4 Family Partnership Assessment (11٨) either 111 the home or at the program. The FPA 15 210 approximately 40-12101 questionnaire developed by ٨5 staff that 1205 into the seven family outcomes promoted in the Head Start Parent, Family, and Community Engagement Framework (11115 2011), such as family well-being 2111 positive parent- child relationships. Staff ask families 10 speak about their daily life 110 the home, their community participation, their interactions with each other 0ل their children, their perceptions 0٤ their children, and their 100005 and dreams for themselves and their children. For instance, families indicate how 011211 they read books at 110100, visit the library, or sing songs with their children—all behaviors that are highly predictive 0٤ children’s success. Moreover, families specify different workshop topics they ع٥٣ interested 11 or ways they might need support for their well-being. 1115 process 15 particularly important for CAS programs because we serve a predominantly immigrant population who might not be familiar with the US education system. The 1ه1؟ pro- vides an opportunity for US 10 begin a conversation 501111 families regarding their strengths and about program and school expectations.

111 111010 44ه, staff from different program areas (for example, special needs coordinator, mental health workers, 122111 clinicians, classroom teachers, and home visitors) come together at least once a year (0+ more frequently depending on 2 family’s needs) 10 meet in coordinated confer- ences 10 share their perspectives 011 each child. 1115 integrated approach generates an understanding of a 0114 and 115 or her family, 2114 allows staff 10 formulate strategies that include 11ع entire family when seeking 11ع best way to assist 11 child. Under- standing the family context also 1ه- lows staff to connect families with the comprehensive supports they need.

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3٠ Use assessment results ٤ cennect heme and school teaching practices

Assessment results provide teachers and families with greater under-

July 2013 Young Children

indicate that they didn’t realize 11 اه their children knew certain things, and are proud 0٤ their children’s abilities to explain books, count, or sing. 1125 activities bolster the parent-child relationship, help families increase the ways they use language and learning opportunities during daily routines, and encourage families to 5٤ع aside specific time ٤0 listen 10 children share their feelings and ideas.

Journal reflections 0100100 an im- portant window 10٤0 families’ assess- ments 0٤ their children’s learning.

4. Help families make connections between assessments and educational standards

Early childhood practitioners are increasingly called 01٤0 align curriculum and instruction with standards developed at 11٥ local, state, and national 120215 (NAEYC 2012). These standards are critical in helping teachers and families 11ل- derstand the generally agreed-on developmental expecta- tions [0[ children 0٤ different ages. For example. New York State 13ى adopted the 0010010000 Core State Standards, ٧1 indicate that children 110 prekindergarten are expected to demonstrate increasing awareness and competence 111 several areas, including physical development and health, social and emotional development, and language 20ل lit- eracy (NYSED .2011).

When developing the activities for preschool-age chil- dren, ٦٧ learned that many families supported children’s language and literacy in 1ع home by sharing elaborate oral stories—detailed narratives told ٧111 vivid vocabulary about true or imaginary events—with their children, rather than reading books with 121. 10 build 01 this family strength, we ٤00 photographs 0٤ the surrounding com- munity 20ل developed questions 10 match each picture, ٢٧111 the intent ٤0 spark new and interesting conversations between families and children. For example, we provided 4 photograph 0٤ an ambulance 110 one 0٤ 11ع activities, asking, “Why do you 1111* an ambulance makes such 2 loud noise?” and “Where 0و٥ an ambulance travel?” Activities can also be tailored 10 the specific needs 0٤221ع child. For example, with children for whom letter, number, shape, or color recognition 15 4 targeted growth area, families might also choose to talk about the letters and words 0م the ambulance or the colors they see.

As part 0٤ the language and literacy development 0[0ز- 2وا٤ once a month preschool teachers ask families 10 reflect informally on using the activities, notingtheir thoughts 111 ajournai. These journal reflections provide an important window into families’ assessments مم their children’s learn- ing. ع٦٧ learned that families using these activities see many changes in their 3- and 4-year-od children over 11ع course of 110ع year 11 different developmental areas. Families report being surprised by what their children say during activities.

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1. way allows families to understand how their individual child compares 10 others 0٤ the same age both at the local program level and 110 comparison 10 national 10011005. We also explain that each child follows an individual path 10+ development 110 the early years and that development 211 be uneven across domains. For example, a child might excel in gross motor skills 111 comparison to her peers but need 2441- 1101021 911010115 11 the area of social-emotional development.
2. invise families ojeinacommunity 0٤ learners around child assessment
3. effectively engage families 11 collaborative assessment, 1ا is important that 211 stakeholders in the process come together 10 share ideas and lessons learned. 1115 can 10ه- pen at the program and community levels. ٨5 an example of community-level engagement, 11 2011 and again 111 2012, 4 group 01 local parents, practitioners, researchers, policy makers, and advocates convened اه New York University’s Forum on children and Families م discuss child ىىمووه- ment (CFPC 2012). Following the 2011 Forum, a working group explored family engagement 110 the assessment pro- cess. The group created a Parents’ 18111 of Rights designed 10 121•+ inform parents about their rights during the child 45- sessment process1111 1115؛ of rights was 10010 presented and disseminated at the 2012 Forum. 11ع bill 0٤rights included items such as

” The right 10 be treated with respect 20ل to 1ع a paft 0 the assessment process

Today, 4 variety of assessment systems that align with these prekindergarten standards are available for teacher use؛ two such examples are the Work Sampling System and Teaching 514122125 GOLD, children’s Aid Society recently invested 110 one 0٤ these assessment systems, and preschool teachers have reported 112 it provides an effec- tive starting point for conversations with families about setting goals for 11412115 10ع learning. 10٣؟ example, systems provide parent-teacher conference forms and online parent newsletter templates that concretely 1111 1011- dren’s progress ٤0 expectations for typical developmental progression.

Additionally, we have found that classroom meetings, parenting groups, schoolwide workshops, and in-school family events provide ه chance for preschool staff and families 10 talk about standards and how they relate to child development and learning milestones. During these discus- 510106, practitioners and families can explore what children should know ل10ه be able to 10 at different ages, 210ل how the prevailing standards might differ from expectations when the parents were growing 110. These conversations 21 espe- cially important for families who might have 10010 educated 11٦ different countries and are new 10 the school system 11٦ the United States. Moreover, by aggregating child-level as- sessment data—that 15, by mathematically combining data about groups 0٤ children 10 provide an overall summary 0٤their progress-practitioners can talk 10 families about overall program performance. Using assessment results in

References

Bronfenbrenner, 1989آل “Ecological Systems -٠

Development 6:187-249 0/c٩

011 (للناا * Eamily Policy Center). 2012. “ImprovingChiJd٠j

Assessments i Early hildh od Educational Settings.’’

Forum on children 477٦3اا8ثلو5حسدل. New York: CFPC. h،;

steinhardt٠nyu.edu/scmsAdmin/media/users/lec321/Foni٠٤

FINAL_2.15.13 . lie(

Couple, » & 5 Bred k?p, eds. 2009 DevelopmentallyApproprk Practice.inEarlyChildhoodProgramsSerymgChildrenFrornali Through Age 8.3rd ed. Washington, بعم NEC.

Crais, E.R, ٦٧1 Roy, * K. Free. 2006. “Parents’ 20ل Professionals’

perceptions of the Implementation oEa^ily-Centered Practices¡!¡ Child Assessments? American Journal ofSpeech-LanguagePرت 15(4): 365-77 ٦

ECLKC (Early childhood Learning and Knowledge Center).20!3.

“Learning From Assessment [LFA] Toolkit.”

http://eclkc.ohs.acf*

gov/hslc/ttasystem/teaching/eecd/Assessment/Ongoing%20 Assessment/lfa.html#welcome.

11115 (US Department 0Health and Human Services). 2011. TheHead StartParent, Family, 4714Community EngagementFramework: Promoting Family Engagement and School Readiness FromPrenatalti Age 8. Washington, 10: 11115.

http://eclkc.ohs.acfhhs.gov/hslc/

standards/ims/20H/pfce-framework .

Jablon, J.R., A.L. 10100110, & M.L. Dichtelmiller. 2007 ThePowerof Observation. 2nd ed. Washington, 100: Teaching Strategies.

Lawrence-Lightfoot, 5.2004 17221022271141 Conversation: WhatPwifc and Teachers Can Learn From Each Other. New York: Ballantine

Meisels, S.J., 193. Marsden, A.L. 100100110, 10.1 Weston, &A.M.Je١vkes. 2003. The Ounce ScalezAn ObservationalAssessmentforlnfantsJoi■ dfers,4ndF4m7’h’e5. New York: Pearson Early Learning.

NAEYC. 2012. 171٥ Common Core State Standards: 041411071 6114 0000ما nityforEarly 071107004 Education. Washington, 10: NAEYC. ؛١١٩١٦١ naeyc.org/files/naeyc/lLCommonCoreL2A_rv2 .

11م (National Research Council). 2008. Early 071114/100442525301ش1ه 1567 What, and How. Committee on Developmental Outcomesand Assessments for Young children,- Board on children. Youth, لله Families, & Board on Testing and Assessment, Division of Beha١ioral and Social Sciences and Education. Washington, 10: NationalAcad- 2110108 Press,

www.nap.edu/catalog.phprecordidl2446

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NYSED (New York State Education Department). 2011. The New York State Prekindergarten 10117144٤107100 the 00711711071 Core. Ne١vYork:

NYSED.www.pl2.nysed.gov/ciai/common_corestandds/pdfdoc

. nyslsprek .

Squires, 1ل., & Bricker. 2009. Ages and Stages Questionnaires. 3rded. Baltimore, 1٧110: Brookes.

Weiss, 11.8., M.E. Lopez, & D.R. Stark. 2010 “Breaking Ne١v Ground: Data Systems Transform Family Engagement 111 Education.” ٠د 1٧ا Involvement Network ofEducators (1112ل) Newsletter 2 (3)

www.hfrp.org/publications-resources/browse-our-publications/

breaking-new-ground-data-systems-transform-family-engagement in-education.

Copyright 9 2013 ٧ط the National Association ٤0٢ 1٥ Education of Young Children. See Permissions and Reprints online at

www.naeyc.org/yc/permissions

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■ me right 10 request 2 meeting with program statt who can explain your child’s assessment results in 4 language 00ال can understand

CAS administrators participated 11 this community-wide effort 10 foster a collaborative relationship between teach- ers and families throughout the assessment process and circulated information back to teachers and families at program sites.

1. addition 10 these kinds 0 community-levelopportuni- 1125, 11اه program level, our early childhood administrators bring teachers together regularly throughout 11 year 10 discuss classroom-based assessments. For example, at the beginning 0٤ every 0ه formal training is conducted 0[ 1له CAS home visitors 0٤ children ages 0-3 and teachers 3م] – and 4-year-o!ds 10 ensure that they are administering ل0ه scoring mandatory screening assessments in the correct way across all programs. ع٦٧ also bring the teachers together 1م review as a group children’s work samples 10 ensure that the teach- ers understand and rate children’s abilities consistently. It is essential اهال teachers use consistently 1ع different scoring rubrics that CAS uses, 50 that families can be sure that, for example, 2 4 means the same thing from one classroom to the next. This gives families confidence that the assessment process 18 objective ل1ه that their children would be assessed the same way by ه teacher in another class.
2. are now beginning to include families in these train- ings and discussions, while this isه new area مم focus, we believe that it will help 15ل improve 11 our attempts 10 under- stand, respect, ل1ه incorporate families’ cultural back- grounds into our assessment practices. Some steps we 1000 10 take to 11000100 these efforts 1ع )1ه) to conduct informal interviews with a diverse group of families 10 52 10٢٢ they assess children’s ٢5٧011 and understand their perspectives, and (2) 10 invite groups 0 families 10 talk 10 teachers about their own methods 0 evaluating their children’s growth in the home.

Concluding *houghts

Effective child assessment integrates 121011125 into the as- sessment process in ه collaborative and welcoming ex- change of knowledge. 110 suggestions ٢٧ provide here are methods that children’s Aid Society programs have used 10 foster successful collaborative assessment. An integrated, collaborative assessment approach creates many opportuni- ties for two-way communication, empowers families, and takes both cultural differences and formal standards into account, all within 3 community of learners. Families are the constant :1 children’s lives: they are 11 experts 011 their children’s habits, interests, and abilities. By inviting families 10 participate 11 the assessment process, early childhood educators gain access 10 an invaluable resource for under- standing 221ن child’s individual needs and abilities.

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