ECE 354 Assessment & Intervention During Early Childhood / week 5 discussion 1 and 2

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A Joint Position Statement of the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE)

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High-quality early education produces long-lasting benefits. With this evidence, federal, state, and local decision makers are asking critical questions about young children’s education. What should children be taught in the years from birth through age eight? How would we know if they are developing well and learning what we want them to learn? And how could we decide whether programs for children from infancy through the primary grades are doing a good job?

Answers to these questions—questions about early childhood cur riculum, child assessment, and program evaluation—are the foundation of this joint position statement from the National Association for the Edu- cation of Young Children (NAEYC) and the National As- sociation of Early Childhood Specialists in State Depart- ments of Education (NAECS/SDE).

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The National Association for the Education of Young Children and the National Association of Early Childhood Specialists in State Departments of Education take the position that policy makers, the early childhood profession, and other stakeholders in young children’s lives have a shared responsibility to

• construct comprehensive systems of curriculum, assessment, and program evaluation guided by sound

early childhood practices, effective early learning standards and program standards, and a set of core principles and values: belief in civic and democratic values; commitment to ethical behavior on behalf of children; use of important goals as guides to action; coordinated systems; support for children as indi- viduals and members of families, cultures, and communities; partnerships with families; respect for evidence; and shared accountability. • implement curriculum that is thoughtfully planned, challenging, engaging, developmentally appropriate, culturally and linguistically responsive, comprehen- sive, and likely to promote positive outcomes for all young children. • make ethical, appropriate, valid, and reliable assessment a central part of all early childhood programs. To assess young children’s strengths, progress, and needs, use assessment methods that are developmentally appropriate, culturally and linguistically responsive, tied to children’s daily activities, supported by professional development, inclusive of families, and connected to specific, beneficial purposes: (1) making sound decisions about teaching and learning, (2) identifying signifi- cant concerns that may require focused intervention for individual children, and (3) helping programs improve their educational and developmental interventions. • regularly engage in program evaluation guided by program goals and using varied, appropriate, concep-

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tually and technically sound evidence to determine the extent to which programs meet the expected standards of quality and to examine intended as well as unintended results. • provide the support, professional development, and other resources to allow staff in early childhood programs to implement high-quality curriculum, assessment, and program evaluation practices and to connect those practices with well-defined early learning standards and program standards.

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Implement curriculum that is thoughtfully planned, challenging, engaging, developmentally appropriate, culturally and linguistically responsive, comprehen- sive, and likely to promote positive outcomes for all young children.

Indicators of Effectiveness

• Children are active and engaged.

Children from babyhood through primary grades— and beyond—need to be cognitively, physically, socially, and artistically active. In their own ways, children of all ages and abilities can become inter- ested and engaged, develop positive attitudes toward learning, and have their feelings of security, emo- tional competence, and linkages to family and community supported. • Goals are clear and shared by all.

Curriculum goals are clearly defined, shared, and understood by all “stakeholders” (for example, program administrators, teachers, and families). The curriculum and related activities and teaching strategies are designed to help achieve these goals in a unified, coherent way. • Curriculum is evidence-based.

The curriculum is based on evidence that is develop- mentally, culturally, and linguistically relevant for the children who will experience the curriculum. It is organized around principles of child development and learning. • Valued content is learned through investigation, play, and focused, intentional teaching.

Children learn by exploring, thinking about, and inquiring about all sorts of phenomena. These experiences help children investigate “big ideas,” those that are important at any age and are con-

nected to later learning. Pedagogy or teaching strategies are tailored to children’s ages, developmen- tal capacities, language and culture, and abilities or disabilities. • Curriculum builds on prior learning and experiences.

The content and implementation of the curriculum builds on children’s prior individual, age-related, and cultural learning, is inclusive of children with dis- abilities, and is supportive of background knowledge gained at home and in the community. The curricu- lum supports children whose home language is not English in building a solid base for later learning. • Curriculum is comprehensive.

The curriculum encompasses critical areas of development including children’s physical well-being and motor development; social and emotional development; approaches to learning; language development; and cognition and general knowledge; and subject matter areas such as science, mathemat- ics, language, literacy, social studies, and the arts (more fully and explicitly for older children). • Professional standards validate the curriculum’s subject-matter content.

When subject-specific curricula are adopted, they meet the standards of relevant professional organiza- tions (for example, the American Alliance for Health, Physical Education, Recreation and Dance [AAHPERD], the National Association for Music Education [MENC]; the National Council of Teachers of English [NCTE]; the National Council of Teachers of Mathematics [NCTM]; the National Dance Education Organization [NDEO]; the National Science Teachers Association [NSTA]) and are reviewed and imple- mented so that they fit together coherently. • The curriculum is likely to benefit children.

Research and other evidence indicates that the curriculum, if implemented as intended, will likely have beneficial effects. These benefits include a wide range of outcomes. When evidence is not yet avail- able, plans are developed to obtain this evidence.

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Make ethical, appropriate, valid, and reliable assess- ment a central part of all early childhood programs. To assess young children’s strengths, progress, and needs, use assessment methods that are developmen- tally appropriate, culturally and linguistically respon- sive, tied to children’s daily activities, supported by professional development, inclusive of families, and connected to specific, beneficial purposes:

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(1) making sound decisions about teaching and learning, (2) identifying significant concerns that may require focused intervention for individual children, and (3) helping programs improve their educational and developmental interventions.

Indicators of Effectiveness

• Ethical principles guide assessment practices.

Ethical principles underlie all assessment prac- tices. Young children are not denied opportunities or services, and decisions are not made about children on the basis of a single assessment. • Assessment instruments are used for their intended purposes.

Assessments are used in ways consistent with the purposes for which they were designed. If the assess- ments will be used for additional purposes, they are validated for those purposes. • Assessments are appropriate for ages and other characteristics of children being assessed.

Assessments are designed for and validated for use with children whose ages, cultures, home languages, socioeconomic status, abilities and disabilities, and other characteristics are similar to those of the children with whom the assessments will be used. • Assessment instruments are in compliance with professional criteria for quality.

Assessments are valid and reliable. Accepted professional standards of quality are the basis for selection, use, and interpretation of assessment instruments, including screening tools. NAEYC and NAECS/SDE support and adhere to the measurement standards set forth in 1999 by the American Educa- tional Research Association, the American Psycho- logical Association, and the National Center for Measurement in Education. When individual norm- referenced tests are used, they meet these guidelines. • What is assessed is developmentally and educationally significant.

The objects of assessment include a comprehen- sive, developmentally, and educationally important set of goals, rather than a narrow set of skills. Assess- ments are aligned with early learning standards, with program goals, and with specific emphases in the curriculum. • Assessment evidence is used to understand and improve learning.

Assessments lead to improved knowledge about children. This knowledge is translated into improved

curriculum implementation and teaching practices. Assessment helps early childhood professionals understand the learning of a specific child or group of children; enhance overall knowledge of child development; improve educational programs for young children while supporting continuity across grades and settings; and access resources and supports for children with specific needs. • Assessment evidence is gathered from realistic settings and situations that reflect children’s actual performance.

To influence teaching strategies or to identify children in need of further evaluation, the evidence used to assess young children’s characteristics and progress is derived from real-world classroom or family contexts that are consistent with children’s culture, language, and experiences.

• Assessments use multiple sources of evidence gath- ered over time.

The assessment system emphasizes repeated, systematic observation, documentation, and other forms of criterion- or performance-oriented assess- ment using broad, varied, and complementary methods with accommodations for children with disabilities.

• Screening is always linked to follow-up.

When a screening or other assessment identifies concerns, appropriate follow-up, referral, or other intervention is used. Diagnosis or labeling is never the result of a brief screening or one-time assessment.

• Use of individually administered, norm-referenced tests is limited.

The use of formal standardized testing and norm- referenced assessments of young children is limited to situations in which such measures are appropriate and potentially beneficial, such as identifying potential disabilities. (See also the indicator concern- ing the use of individual norm-referenced tests as part of program evaluation and accountability.)

• Staff and families are knowledgeable about assessment.

Staff are given resources that support their knowl- edge and skills about early childhood assessment and their ability to assess children in culturally and linguistically appropriate ways. Preservice and in- service training builds teachers’ and administrators’ “assessment literacy,” creating a community that sees assessment as a tool to improve outcomes for chil- dren. Families are part of this community, with regu- lar communication, partnership, and involvement.

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Regularly evaluate early childhood programs in light of program goals, using varied, appropriate, concep- tually and technically sound evidence to determine the extent to which programs meet the expected standards of quality and to examine intended as well as unintended results.

Indicators of Effectiveness

• Evaluation is used for continuous improvement.

Programs undertake regular evaluation, including self-evaluation, to document the extent to which they are achieving desired results, with the goal of engag- ing in continuous improvement. Evaluations focus on processes and implementation as well as outcomes. Over time, evidence is gathered that program evalua- tions do influence specific improvements. • Goals become guides for evaluation.

Evaluation designs and measures are guided by goals identified by the program, by families and other stakeholders, and by the developers of a program or curriculum, while also allowing the evaluation to reveal unintended consequences. • Comprehensive goals are used.

The program goals used to guide the evaluation are comprehensive, including goals related to families, teachers and other staff, and community as well as child-oriented goals that address a broad set of developmental and learning outcomes. • Evaluations use valid designs.

Programs are evaluated using scientifically valid designs, guided by a “logic model” that describes ways in which the program sees its interventions having both medium- and longer-term effects on children and, in some cases, families and communities. • Multiple sources of data are available.

An effective evaluation system should include multiple measures, including program data, child demographic data, information about staff qualifica- tions, administrative practices, classroom quality assessments, implementation data, and other infor- mation that provides a context for interpreting the results of child assessments. • Sampling is used when assessing individual children as part of large-scale program evaluation.

When individually administered, norm-referenced tests of children’s progress are used as part of pro- gram evaluation and accountability, matrix sampling is used (that is, administered only to a systematic sample of children) so as to diminish the burden of

testing on children and to reduce the likelihood that data will be inappropriately used to make judgments about individual children. • Safeguards are in place if standardized tests are used as part of evaluations.

When individually administered, norm-referenced tests are used as part of program evaluation, they must be developmentally and culturally appropriate for the particular children in the program, conducted in the language children are most comfortable with, with other accommodations as appropriate, valid in terms of the curriculum, and technically sound (including reliability and validity). Quality checks on data are conducted regularly, and the system in- cludes multiple data sources collected over time. • Children’s gains over time are emphasized.

When child assessments are used as part of pro- gram evaluation, the primary focus is on children’s gains or progress as documented in observations, samples of classroom work, and other assessments over the duration of the program. The focus is not just on children’s scores upon exit from the program. • Well-trained individuals conduct evaluations.

Program evaluations, at whatever level or scope, are conducted by well-trained individuals who are able to evaluate programs in fair and unbiased ways. Self-assessment processes used as part of comprehen- sive program evaluation follow a valid model. Asses- sor training goes beyond single workshops and includes ongoing quality checks. Data are analyzed systematically and can be quantified or aggregated to provide evidence of the extent to which the program is meeting its goals. • Evaluation results are publicly shared.

Families, policy makers, and other stakeholders have the right to know the results of program evalua- tions. Data from program monitoring and evaluation, aggregated appropriately and based on reliable measures, should be made available and accessible to the public.

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Implementing the preceding recommendations for curriculum, child assessment, and program evalua- tion requires a solid foundation. Calls for better results and greater accountability from programs for children in preschool, kindergarten, and the primary grades have not been backed up by essential sup-

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ports for teacher recruitment and compensation, professional preparation and ongoing professional development, and other ingredients of quality early education.

The overarching need is to create an integrated, well-financed system of early care and education that has the capacity to support learning and develop- ment in all children, including children living in poverty, children whose home language is not English, and children with disabilities. Unlike many other countries, the United States continues to have a fragmented system for educating children

from birth through age eight, under multiple auspices, with greatly varying levels of support, and with inadequate communication and collabo- ration.

Many challenges face efforts to provide all young children with high-quality curriculum, assessment, and evaluation of their programs. Public commit- ment, along with investments in a well-financed system of early childhood education and in other components of services for young children and their families, will make it possible to implement these recommendations fully and effectively.

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