Regarding the discussion of assessment tools, in our program  we work with 8
preschools and use assessment to see if our program is really working.  We
use the HELP(Hawaiian Early Learning Profile), the PPVT, Get Ready to Read
and the PALS.  We use the HELP all year to set goals for the children and
twice a year test the others.  We then use those results to help the kids
and give the PALS scores to their new kindergarten teacher.

On 11/28/07, Jan Greenberg <jan at teachingstrategies.com> wrote:

>

>  Regarding observation-based assessment tools that are used with

> preschoolers: In addition to the COR (High/Scope), other published tools

> include The Creative Curriculum Developmental Continuum Assessment Toolkit

> for Ages 3-5 (Teaching Strategies, Inc.), The Work Sampling System (Pearson

> Early Learning), The Preschool Observation Checklist and Evaluation Tool

> (Discount School Supply), and Galileo Preschool (ATI),

>

>

>

> *Jan Greenberg*

>

> *Senior Associate*

>

>

>

> Teaching Strategies, Inc.

>

> 5151 Wisconsin Ave., NW, Suite 300

>

> Washington, DC 20016

>

> (800) 637-3652  x 1747

>

> (202) 362-7543  x 1747

>

> (202) 350-5949 (fax)

>

> www.TeachingStrategies.com <http://www.teachingstrategies.com/>

>

>

>  ------------------------------

>

> *From:* familyliteracy-bounces at nifl.gov [mailto:

> familyliteracy-bounces at nifl.gov] *On Behalf Of *JUDY LUER

> *Sent:* Wednesday, November 28, 2007 11:37 AM

> *To:* The Family Literacy Discussion List

> *Subject:* [FamilyLiteracy 860] Re: NationalTask ForceDesigns

> PreschoolAccountability System

>

>

>

> Gail,

>

> I am not currently aware of what observational tools are available to use

> with preschoolers, since have been retired for 3 years and now work in the

> Family Success Program for Kaskaskia College.  Usually our ECE people

> handled that.  I do know that previously the Peabody Picture Vocabulary Test

> was definitely used.

>

> The kindergarten teachers had a skills list based on performance that were

> tested in an organized manner in each classroom, keeping consistency thought

> the Kindergarten Center. Portfolios were kept on each child, which included

> dated samples of work.  These were shared with the parents during conference

> week.  The Kindergarten teachers were always looking for ways to improve

> documentation, accountability and communication.  It truly takes the Parent,

> Child and Teacher working together to help the child to learn.

>

> In Kindergarten a screening devise was used each spring to test incoming

> students for basic readiness skills.  This testing devise was changed ever

> few years....due to parents teaching the test.

>

> The preschools I have observed varied greatly.  Head Start and Pre-Kdg

> have their guidelines provided by state and federal government.

>

>

>

> Each of our three Family Success Programs do anecdotal records after each

> session.  I prepare lesson plans for the staff who work the programs in the

> field.  Most are literature based.  Staff members report back to me with

> anecdotal records weekly.  With this communication, I can assess the needs

> to the individual programs and adult learning community.

>

> Judy Luer

>

> Kaskaskia College

>

> Family Success  Literacy Educator

>

> 27210 College Road

>

> Centralia, IL  62801

>

> (618) 545-3207

>

> jluer at kaskaskia.edu

>

>

> price at famlit.org> 11/28/2007 7:58 AM >>>

>

> Judy,

>

>

>

> Thanks so much for your response. Thirty-three years in the classroom

> certainly gives you the voice of experience.

>

>

>

> You said that anecdotal records are a big part of the informal tracking of

> children's progress. The report of the National Early Childhood

> Accountability Task Force recognizes this as well, stating that

> observational tools are one of two basic approaches to child assessment.

> (The other is "standardized 'direct' or 'on-demand' tools." (p. 83).)

>

>

>

> What observational tools are available to use with preschoolers?

>

>

>

> Are any of you using observational tools, such as the High/Scope Child

> Observational Record, in your programs and if so, do you combine them with

> standardized assessments such as the Peabody Picture Vocabulary Test or the

> Test of Preschool Literacy or others?

>

>

>

> Does your state required specific assessments for preschool programs?

>

>

>

>

>

> Let us know what you are doing in your programs.

>

>

>

>

>

>

>

> Gail J. Price

>

> Multimedia Specialist

>

> National Center for Family Literacy

>

> 325 W. Main Street, Suite 300

>

> Louisville, KY 40202

>

> gprice at famlit.org

>

> 502 584-1133, ext. 112

>

>

>

>

>

> *Join us for the 17th Annual National Conference on Family Literacy!**

> **"Literacy Grows Families and Communities"**

> *March 30, 31, & April 1, 2008-Louisville, KY

> Register online at www.famlit.org/conference

>

>

>  ------------------------------

>

> *From:* familyliteracy-bounces at nifl.gov [mailto:

> familyliteracy-bounces at nifl.gov] *On Behalf Of *JUDY LUER

> *Sent:* Monday, November 26, 2007 12:22 PM

> *To:* The Family Literacy Discussion List

> *Subject:* [FamilyLiteracy 856] Re: National Task ForceDesigns

> PreschoolAccountability System

>

>

>

>  I am a retired kindergarten teacher with 33 years in the classroom.  The

> only standardized assessments for pre-school would have to be performance

> based.  Most kindergarten classes do have a list of entry skills for

> kindergarten.  They are basic. Examples:  Counts to 10, knows full name,

> recognizes 8 colors, etc.  These are skills that pre-school teachers

> encourage.  As adults we do evaluate children learning daily through

> observation, performance skills, etc.  I am not sure that requiring

> standardized assessment is necessary.  Not all children learn in the same

> way, style or time period.  Remember the different learning modes.  Children

> do learn from each other and from play.

>

> I know also if there is state money sponsoring the program, there has to

> be accountability.  Perhaps, learning portfolios and anecdotal records would

> be a good way to monitor learning.  What are your thoughts?

>

> Judy Luer

>

>

>

>

>

> Judy Luer

>

> 545-3207

>

>

>

> >>> "Gail Price" <gprice at famlit.org> 11/26/2007 10:47 AM >>>

>

> Hi Eric,

>

>

>

> Thanks for your thoughts about the article.

>

>

>

> I would like to ask our list members who are early childhood educators for

> your thoughts about the study and about Eric's comments.

>

>

>

> What is the value of standardized assessment of preschoolers? Why do

> states and child care agencies/organizations feel standardized assessment is

> necessary for this age group? How do you feel about it?

>

>

>

> Let's hear from you!

>

>

>

>

>

>

>

> Gail J. Price

>

> Multimedia Specialist

>

> National Center for Family Literacy

>

> 325 W. Main Street, Suite 300

>

> Louisville, KY 40202

>

> gprice at famlit.org

>

> 502 584-1133, ext. 112

>

>

>

>

>

> *Join us for the 17th Annual National Conference on Family Literacy!**

> **"Literacy Grows Families and Communities"**

> *March 30, 31, & April 1, 2008-Louisville, KY

> Register online at www.famlit.org/conference

>

>

>  ------------------------------

>

> *From:* familyliteracy-bounces at nifl.gov [mailto:

> familyliteracy-bounces at nifl.gov] *On Behalf Of *Eric Bragg

> *Sent:* Thursday, November 22, 2007 1:36 PM

> *To:* The Family Literacy Discussion List; bragge324 at gmail.com

> *Subject:* [FamilyLiteracy 853] Re: National Task Force Designs

> PreschoolAccountability System

>

>

>

> Ms. Price,

>

>

>

>     I found this email very interesting.  I currently am a middle school

> educator and worked as a teacher on the elementary level for 5 years.  I

> have discovered that formalized testing is an inevitability that the public

> school system must use in order to determine a student's comprehension of

> the required skills. However, I feel that standardized testing is too

> heavily relied on to assess student achievement.  Performance assessments,

> written assessments, oral evaluations, etc...are just as effective and in

> many ways are more appropriate to evaluate learners.  These types of

> evaluations can be more subjective (rubric bases) and certainly more

> expensive/time consuming to administer.  That being said, I understand why

> states must use standardized testing,  However, why do they need to evaluate

> pre-school learners in a similar matter?  These children are 3-5 years old

> in many cases. These pre-schools are teaching them basic skills that they

> would probably see in kindergarten.  Pre-schools are an excellent

> environment for children to learn socialization skills early and become

> adjusted to a formalized educational setting.  Why does this task force feel

> the need to evaluate skills that they will have to master before moving on

> to 1st grade? Thanks so much and I hope everyone has a great turkey day =)

>

>

>

> Eric Bragg

>

>

>

> On 11/16/07, *Gail Price* <gprice at famlit.org> wrote:

>

> The PEN Weekly NewsBlast had a blurb today about a study by the National

> Early Childhood Accountability Task Force. I am including the blurb below,

> but am also giving you additional links. I could not get the one in the

> article to work – maybe it will be OK by the time you get this. However, if

> the link doesn't work and you would like to read the article, try the links

> I have included.

>

>

>

>

>

> NATIONAL TASK FORCE DESIGNS PRESCHOOL ACCOUNTABILITY SYSTEM

> Since 2005, the National Early Childhood Accountability Task Force has

> studied the performance of early education programs in order to come up with

> the best practices states can employ to ensure early education improves

> student achievement. In studying preschool initiatives, which states have

> spent $1.9 billion on over the last four years, the task force found that

> few states have implemented comprehensive assessment systems that would

> ensure early education returns the expected results. To address the many

> challenges states face in implementing this type of accountability system,

> the task force recommends that states do the following: develop a unified

> system of early childhood education; align high-quality and comprehensive

> standards, curriculum, instruction and assessments; and, support the full

> inclusion of all children in programs and accountability systems; and

> provide programs with adequate resources. >From this set of core principles,

> states can then use different approaches to create an accountability system

> that fits their particular needs. For the next 18 months, the Council of

> Chief State School Officers will use these findings to help states

> strengthen their preschool program performance.

> http://www.fcd-us.org/resources/resources_show.hm-doc_id=579564

>

>

>

>

>

> This link is to a pdf of the article.

> http://www.fcd-us.org/usr_doc/Accountability_Task_Force_Final_Report1.pdf

>

>

>

> This link takes you to the Resource Library of the Foundation for Child

> Development which gives additional information about the report.

> http://www.fcd-us.org/resources/resources_show.htm?doc_id=579564

>

>

>

>

>

>

>

> Gail J. Price

>

> Multimedia Specialist

>

> National Center for Family Literacy

>

> 325 W. Main Street, Suite 300

>

> Louisville, KY 40202

>

> gprice at famlit.org

>

> 502 584-1133, ext. 112

>

>

>

>

>

> *Join us for the 17th Annual National Conference on Family Literacy!**

> **"Literacy Grows Families and Communities"**

> *March 30, 31, & April 1, 2008-Louisville, KY

> Register online at www.famlit.org/conference

>

>

>

>

> ----------------------------------------------------

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> Family Literacy mailing list

> FamilyLiteracy at nifl.gov

> To unsubscribe or change your subscription settings, please go to

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>

>

>

> ----------------------------------------------------

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> To unsubscribe or change your subscription settings, please go to

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>




-- 
Jeanne McGehee
Literacy Coordinator-Read to Succeed
Fannie Battle Day Home
911 Shelby Avenue
Nashville, TN 37206
Ph: 615-228-6745
Fax: 615-228-8773
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