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Early Childhood Assessment and Accountability:
Creating a Meaningful System
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The Purpose of Results Matter
To positively influence the lives of children and families by using child, family, and system outcomes data to inform early childhood practices and policy.
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Colorado Landscape Strong interagency collaboration Blended programs, braided funding A commitment to unified initiatives
for children with and without disabilities
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Colorado Landscape A positive history with use of
authentic assessment systems in preschool and child care programs
Program quality standards that include the use of ongoing assessment to monitor progress and plan instruction
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Converging Needs…Emerging Trends Need for data to support local and state
systems building work Emphasis on data driven decision
making Accountability movement emerges RTI implemented with older students OSEP outcomes mandate Desire to expand the use of authentic
assessment
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Beliefs Driving Results Matter
Ongoing observation and documentation is an essential best practice
Authentic assessment is the best choice for assessing young children
The results of child assessment should be useful for multiple purposes at multiple levels of the system
Early childhood accountability systems must use multiple sources of data including longitudinal child outcomes data and program quality data
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Key Characteristices Comprehensive Meets multiple needs and
purposes For all children and
programs in the system Engages families in the
documentation and assessment process
Uses authentic assessment
Driven by technology Strong professional
development system
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National Partners in Results Matter
Since 2005, Results Matter has been working to develop a national model of early childhood accountability with financial and technical support from the:
• Early Childhood Outcomes Center
• US Department of Education
• National Early Childhood Technical Assistance Center
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Scope of Involvement in Results Matter
40,000 children, birth to five 800 care and education sites
- Public Schools- Early Intervention- Early Head Start/Head Start- Child Care- Campus Child Care- Teen Parent Programs
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Part B & Part C in Colorado
IDEA Part CEarly Intervention
Colorado
Colorado Department of Human Services/
Division for Developmental
Disabilities
IDEA Part B/619Colorado Department
of Education
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Comprehensive System
Child Progress Monitoring Child Outcomes – Short Term
and Longitudinal Family Outcomes Program Quality Measures Professional Development
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Multiple Purposes Progress monitoring Child and group centered planning Accountability – outcomes reporting Policy planning and advocacy
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Global Child Outcomes
1. Children have positive social relationships.
2. Children acquire and use knowledge and skills.
3. Children take appropriate action to meet their needs.
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Authentic Assessment Systems
Ounce/Work Sampling System
Creative Curriculum Developmental Continuum
High/Scope Child Observation Record
Assessment and Evaluation Programming System (AEPS) – Part C Early Intervention only
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Online Access to Assessments
Linkages to curriculum and planning resources
Variety of reports immediately accessible at teacher, administrator, program and state level
Digital portfolio capabilities Parent access
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How is assessment data used?
• describe child progress
• inform and influence day-to-day interactions and interventions provided by the adults in a child’s life
• make data driven program and policy decisions
• demonstrate the efficacy of programs and services available to Colorado’s children and families
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Extensive Work with Publishers
Results Matter staff members continue to work extensively with assessment authors, researchers and publishers to
• refine assessment products
• develop a process to convert assessment results to global outcomes
• create professional development opportunities
• increase functionality of online systems
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Longitudinal Data
Linking early childhood outcomes data to K-16 data:
• % of students on Individual Literacy Plans in Kindergarten, First and Second Grades
• Special education entrance and exit data
• Retention rates
• % of children scoring proficient or above on the Colorado K-12 Student Assessment Program
• Continued engagement with the education system (graduation, completion of 2 or 4 year degree program)
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Family Outcomes
1. Families understand their children’s strengths, abilities and special needs.
2. Families know their rights and advocate effectively for their children.
3. Families help their children develop and learn.
4. Families have support systems.
5. Families are able to gain access to desired services, programs, and activities in their community.
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Program Quality Data
Environmental Rating Scale Scores Accreditation Data Qualistar Ratings
Parent Satisfaction Survey (in development)
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Professional Development
• Training for Teachers and Trainers on the Assessment Systems
• Technology Training• Inservice Training on Assessment and
Planning Skills• Administrator Training on Data and
Program Improvement• Ongoing Technical Assistance
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Central Outcomes of Results Matter
The use of ongoing observation driven assessment becomes standard practice in participant programs
Decisions regarding instruction and intervention as well as program policy are informed by data
Accountability reporting requirements are met through embedded everyday practices
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Benefits Reported by Participants
Increased depth of understanding of child development
Improved communication with families Increased sense of professionalism Increased sense of working toward
common goals
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Colorado is one of the states leading the nation in early childhood outcomes and accountability work.
We now collaborate with other states who have adopted similar models including Nebraska, West Virginia, Pennsylvania, New Hampshire and Kentucky.
A Work in Progress
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Not everything that can be measured counts, and not everything that counts can be measured.
--Albert Einstein
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Questions & Contact InformationNan VendengnaResults Matter Coordinator
Colorado Department of Education
(303)866-6602
Colleen HeadPart C Community Coordinator
Early Intervention Colorado – CDHS/DDD
(303)866-7262
