Assignment task:
Guided Response: Respond to at least two of your peers' posts, addressing the following requirements:
- Choose a peer with a different assigned group than you.
- Provide two strategies your peer can use when providing professional development for their staff and one developmentally appropriate assessment for their assigned group they could share with colleagues.
- Include specific ideas and support them with at least one credible or scholarly source.
- Discussion must be a minimum of 250 Words
Discussion 1 (Sharayna):
- Area of Concern: Infants and children
- The state I live in is Texas, and like many other states accuracy of testing or that evidence of needing to be testing can be an issue. (Texas Health Resources.(2024). The assessment concerns for infants and children are that their attention spans a very short at this age and it can be difficult to get accurate findings when conducting an evaluation without having a relationship and information from the parents of the child being assessed. An inaccurate evaluation can lead to misdiagnosis and treatment if any are deemed necessary.
Another concern is that when assessing the child, we have to make sure the child's learning and developmental needs. (Wortham, S. C., & Hardin, B. J. (2020).
- The tools that Texas uses to do screenings and assessments are generally through the pediatrician, and it is done based on the child's age and the expected milestones the child should be at through social-emotional screenings, developmental screenings, and parent surveys about the child. If it is deemed necessary by the children's pediatrician, then the children's doctor will refer them to a specialist for further testing. A licensed professional that specializes in concern will conduct the assessments needed for the diagnosis results. (Texas Workforce Commission. (2024).
- Early childhood educators can adapt their approach to assessments by making sure they are being intentional with the procedures and strategies being used within the classroom.
- The no child left behind act has impacted the assessment of infants and children because it was designed to focus on equality for all learners. (Texas Education Agency.(2024). This has affected the assessment process in the way that educators teach, give assessments, and various accommodations or alterations as needed.
- Ashley Bush
Resources:
- Wortham, S. C., & Hardin, B. J. (2020). Assessment in early childhood education (8th ed.). Pearson.
- National Association for the Education of Young Children. (n.d.-a). Advancing equity in early childhood education position statement.
- Texas Health Resources. (2024). What A Development Assessment Looks Like.
- Texas Workforce Commission. (2024). Child Assessment.
- Texas Education Agency. (2007-2024). Support for At-Risk Schools and Students.
Guided Response: Respond to at least two of your peers' posts, addressing the following requirements:
- Choose a peer with a different assigned group than you.
- Provide two strategies your peer can use when providing professional development for their staff and one developmentally appropriate assessment for their assigned group they could share with colleagues.
- Include specific ideas and support them with at least one credible or scholarly source.
- Discussion must be a minimum of 250 Words
Discussion 2 (Akaisia):
Young Children With Cultural and Language Differences (M-R)
When assessing young children from diverse cultural and linguistic backgrounds, it is crucial to approach the process with an open mind. This allows for a clear distinction between developmental and behavioral patterns influenced by a disability and those influenced by cultural and linguistic differences. Assessments provide valuable insights into a child's development and progress across various domains, such as cognitive, physical, language, social-emotional, and learning approaches. Diagnostic assessments help identify students' strengths and weaknesses, enabling educators to provide targeted support.
In Virginia, we prioritize each child's unique developmental journey and use tools like the Ages and Stages Questionnaires and Child Development Inventory to understand and support their growth.
For children from diverse backgrounds, we utilize dynamic assessment tools to ensure fairness.
Our assessment process includes two types: one to determine eligibility for Early Intervention services and another to plan the best support for each child. Families are encouraged to share their concerns with educators if more testing is needed.
We recognize the significance of language and communication, especially for children exposed to multiple languages at home. Our educators and childcare providers are committed to gathering assessment information with care and understanding and receive the necessary training and support for this important work. When working with young children, educators can use a flexible assessment approach by observing children in natural settings, collecting their work for portfolios, and using ratings from educators and teachers, as well as formal assessments. Parental involvement in the assessment process is highly encouraged, as it allows parents to better understand and support their child's development. Standardized tests are designed to meet specific testing standards.
Common Core Standards (I-P):
It's worth noting that Virginia did not adopt the Common Core standards due to their prior investment in developing the Virginia Standards of Learning (SOLs), which they believe are superior.
Other states that have not adopted the Common Core standards include Texas, Nebraska, and Alaska. Minnesota adopted the English Common Core standards but chose not to adopt the math standards in 2013.
Common Core Change In Virginia. (2013, September 26).
Virginia Early Intervention Professional Development Center. (n.d.).
Young Children With Cultural and Language Differences (M-R)
When assessing young children from diverse cultural and linguistic backgrounds, it is crucial to approach the process with an open mind. This allows for a clear distinction between developmental and behavioral patterns influenced by a disability and those influenced by cultural and linguistic differences. Assessments provide valuable insights into a child's development and progress across various domains, such as cognitive, physical, language, social-emotional, and learning approaches. Diagnostic assessments help identify students' strengths and weaknesses, enabling educators to provide targeted support.
In Virginia, we prioritize each child's unique developmental journey and use tools like the Ages and Stages Questionnaires and Child Development Inventory to understand and support their growth.
For children from diverse backgrounds, we utilize dynamic assessment tools to ensure fairness. Our assessment process includes two types: one to determine eligibility for Early Intervention services and another to plan the best support for each child. Families are encouraged to share their concerns with educators if more testing is needed.
We recognize the significance of language and communication, especially for children exposed to multiple languages at home. Our educators and childcare providers are committed to gathering assessment information with care and understanding and receive the necessary training and support for this important work. When working with young children, educators can use a flexible assessment approach by observing children in natural settings, collecting their work for portfolios, and using ratings from educators and teachers, as well as formal assessments. Parental involvement in the assessment process is highly encouraged, as it allows parents to better understand and support their child's development. Standardized tests are designed to meet specific testing standards.
Common Core Standards (I-P):
It's worth noting that Virginia did not adopt the Common Core standards due to their prior investment in developing the Virginia Standards of Learning (SOLs), which they believe are superior.
Other states that have not adopted the Common Core standards include Texas, Nebraska, and Alaska. Minnesota adopted the English Common Core standards but chose not to adopt the math standards in 2013.
Common Core Change In Virginia. (2013, September 26).
Virginia Early Intervention Professional Development Center. (n.d.).