Child Find Teams CELEBRATE! Colorado Department of Education - - PowerPoint PPT Presentation
Child Find Teams CELEBRATE! Colorado Department of Education Puentes CulturalesClara Prez Mndez & Susan M.Moore The contents of this workshop were developed partly under a grant from the U.S. Department of Education. However, those
Colorado Department of Education Puentes Culturales…Clara Pérez Méndez & Susan M.Moore
The contents of this workshop were developed partly under a grant from the U.S. Department of Education. However, those contents do not necessarily represent The policy of the U.S. Department of Education, and you should not assume Endorsement by the Federal Government.
let’s post on CDE website!
Surveys? Post evaluation interviews for quick feedback? (Did you get your questions answered? Do you know what happens next for your child?)
Data from various stakeholders about their satisfaction and “new learning” associated with an assessment process for a child is one way to inform our team practices and make changes as deemed necessary.
helpful in evaluating the effectiveness of any program including your Child Find team’s evaluation and assessment processes . These can include: interviews; phone surveys; electronic surveys on follow-up; focus groups, internal/ external record audits; and surveys and questionnaires completed by your stakeholders.
samples for parent and family feedback and team based self reflection of practice about the assessment process. The KEY in determining usefulness
are asking framed based upon guiding principles and/or what YOUR team wants to know.
provided? Relevance? Usefulness? “Next Steps”
One Example: Family Feedback on the Process
4.76 4.72 4.89 4.72
1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 5.00 Family-Centered Practice Play-Based Assessment Culturally Responsive Assessment Transdisciplinary Team Approach Ratings
Survey Responses (Based on 4 Components) (Family Feedback )
Average Responses (n=27) Key Strongly Agree = 5 Agree = 4 Unsure = 3 Disagree = 2 Strongly Disagree = 1
work and protocols so that you can talk about these and can discuss over
Thank you all for sharing your information, what you have developed, checklists, procedures with others in this team-based learning experience!
diverse cultures who can provide information to inform your practice…
representative
certain culture, religion, or background, we cannot assume that they follow all the traditional beliefs associated with that culture, religious beliefs or
prepared yet do not assume the knowledge applies until we ask.
Language Environment as Part of Transdiciplinary Assessment…A Presentation at the International LENA Conference, Denver, Co. April 2013.
https://www.youtube.com/watch?v=JEmWLNsNo60&feature=youtu.be&t=131
vocalizations, throughout the day using a digital language processor and LENA PRO software.
in monolingual and bilingual toddlers. More specifically, the link between vocabulary size, production of translation equivalents, and lexical access in bilingual infants was
in this study. The results revealed significant differences between monolingual and bilinguals’ expressive vocabulary size in L1 but similar total vocabularies. Performance on the Computerized Comprehension Task revealed no differences between the two groups
Computerized Comprehension Task with the Communicative Development Inventories was observed for both groups. Bilinguals with a higher proportion of translation equivalents in their expressive vocabulary showed faster access to words in the Computerized Comprehension Task.
Poulin-Bubois et al., (2013) Lexical access and vocabulary development in very young bilinguals, International Journal of Bilingualism, Vol.17,No.1.57-70
language skills
development
(CDIs), and the corresponding Spanish-language Inventarios, provide a systematic way for professionals to use parents as informants regarding their child’s language. They enable professionals to tap into parents knowledge about their young children’s communicative development for use in screening and developing a prognosis for children with language
input in child evaluation procedures.
language development from children’s early signs of comprehension, to their first nonverbal gestural signals, to the expansion of early vocabulary and the beginnings of grammar.
http://www.brookespublishing.com/resource-center/screening-and-assessment/cdi/
across 15 languages and 26 instruments:
Turkish, Norwegian, French (Quebec)
Age (months) Size of Productive Vocabulary Quantile
0.90 0.75 0.50 0.25 0.10 teaching bilingual children nonsense words. The children with language impairment were slower to learn the new words, and
Peña) differentiated the two groups. These results are consistent with previous results by myself and others that children with LI can learn, but may need more repetition, and that observations of how well children are paying attention, using new strategies, aware
indicators of language impairment or typical development.
are different for bilingual children with and without language impairment in a graduated prompting approach. They did both semantic, word learning, and phonological awareness tasks in the stronger language of the child. Children improved on semantic and word learning tasks from the first to final items
assessment approach to screen children for potential language impairment.
Dynamic assessment is conceptually related to the MTSS process, yet it is in abbreviated form… (Grigorenko, 2009)
student's present performance as well as the student's ability to learn something new. Dynamic assessment can take place over a relatively brief period, and the extent to which a child learns during the brief dynamic process maps onto his or her ability to progress academically throughout the school year (Petersen, Allen, & Spencer, 2014).
level of intensity of intervention likely needed for academic success. This information
provide important information on current performance and future instructional needs. This information is both sensitive to any current needs a student might have (e.g., improving English language proficiency) and the likelihood of that student progressing adequately when given Tier 1 general education instruction. Through dynamic assessment, students with language intervention needs can potentially be identified earlier and accurately placed in the appropriate tier of service as soon as possible.
assessment of word learning skills: Identifying language impairment in bilingual children. Language Speech and Hearing Services in Schools, 43, 81-96.
learning-skills-identifying-language-impairment-in-bilingual-children/ https://www.leadersproject.org/2013/05/15/dynamic-assessment-of-word- learning-skills-identifying-language-impairment-in-bilingual-children/
herding the cats!
and what’s happening!
to make it better for each and every one of our children and families in Colorado!
and families! Adios amigos!
sustainability so let us know how we can help.
your ongoing success to continued professional development opportunities through CDE!
Clara Pérez-Méndez clara8352perez@gmail.com Puentes Culturales Susan M. Moore susan.moore@colorado.edu University of Colorado at Boulder Thank you for joining us!