The early learning accomplishment profile (e lap) l. comley
1. The Early LearningThe Early Learning
Accomplishment Profile (EAccomplishment Profile (E--LAP)LAP)
Presented by:Presented by:
Linda Comley, Early Childhood Specialist Berea RTCLinda Comley, Early Childhood Specialist Berea RTC
116 Jane Street116 Jane Street
PO Box 159PO Box 159
Berea, KY. 40403Berea, KY. 40403
11--800800--343343--29592959
Linda.comlely@berea.kyschools.usLinda.comlely@berea.kyschools.us
Developed by Tiffany Stevens, IECE/ EKU Student &Developed by Tiffany Stevens, IECE/ EKU Student &
Linda Comley, Berea RTCLinda Comley, Berea RTC
2. Session ObjectivesSession Objectives
Participants will develop:Participants will develop:
oo an understanding of Kentuckyan understanding of Kentucky’’ss
Continuous Assessment System for earlyContinuous Assessment System for early
childhood.childhood.
oo an understanding of the Early Learningan understanding of the Early Learning
Accomplishment Profile (EAccomplishment Profile (E--LAP).LAP).
oo skills necessary to administer, score andskills necessary to administer, score and
use the data obtained for educationaluse the data obtained for educational
purposes.purposes.
3. What is ContinuousWhat is Continuous
Assessment?Assessment?
A Continuous Assessment System, asA Continuous Assessment System, as
defined by the Kentucky Department ofdefined by the Kentucky Department of
Education (March, 2004) has theEducation (March, 2004) has the
following features:following features:
Includes both formal and informal assessmentsIncludes both formal and informal assessments
that are conducted on a regular basis,that are conducted on a regular basis,
Is integrated with instruction at various times,Is integrated with instruction at various times,
Improves learning and helps guide and directImproves learning and helps guide and direct
the teachingthe teaching--learning process,learning process,
Should inform every aspect of instruction andShould inform every aspect of instruction and
curriculum.curriculum.
4. ►► Building a Strong Foundation for School Success:Building a Strong Foundation for School Success:
KentuckyKentucky’’s Early Childhood Standardss Early Childhood Standards
►► Building a Strong Foundation for School Success:Building a Strong Foundation for School Success:
KentuckyKentucky’’s Continuous Assessment Guides Continuous Assessment Guide
►► Building a Strong Foundation for School Success:Building a Strong Foundation for School Success:
KentuckyKentucky’’s Early Childhood Quality Selfs Early Childhood Quality Self--Study forStudy for
Center Based Programs,Center Based Programs,
Birth to FiveBirth to Five
5. Continuous Assessment SystemContinuous Assessment System
Children with
Suspected
Disabilities
Children with
Diagnosed
Disabilities
Step 1: Screening
•Emotional/Social
•Self Help/Adaptive
•Cognitive
•Motor
•Language
Step 3: Classroom/
Instructional
•Set goals
•Develop strategies
•Implement
•Collect information
•Review progress
•Make referrals
All Children
Step 2: Diagnostic
•Health
•Developmental
•Sensory and/or
•Behavioral
Step 2-A:
ARC/IFSP Meetings
Step 2-B:
Develop and Implement
IEP/IFSP
IDEA
Legend:
ARC: Admissions & Release Committee
IEP: Individualized Education Program
IFSP: Individualized Family Service Plan
6. DefinitionDefinition
►► Classroom/instructional assessment is the ongoingClassroom/instructional assessment is the ongoing
process of gathering information about childrenprocess of gathering information about children’’ss
current capabilities (knowledge, skills, behavior,current capabilities (knowledge, skills, behavior,
attitudes) then organizing and interpreting thatattitudes) then organizing and interpreting that
information.information.
►► Meaningful assessment involves looking atMeaningful assessment involves looking at
information from multiple sources gathered overinformation from multiple sources gathered over
time before drawing conclusions about a youngtime before drawing conclusions about a young
childchild’’s development and learning.s development and learning.
7. Why Assess?Why Assess?
The Responsibility to AssessThe Responsibility to Assess
From the joint position statement of NAEYC and the National AssoFrom the joint position statement of NAEYC and the National Association ofciation of
Early Childhood Specialists in State Departments of Education:Early Childhood Specialists in State Departments of Education:
Policymakers, the early childhood profession, and other stakehoPolicymakers, the early childhood profession, and other stakeholders in younglders in young
childrenchildren’’s lives have a shared responsibility tos lives have a shared responsibility to …… make ethical, appropriate,make ethical, appropriate,
valid, and reliable assessment a central part of all early childvalid, and reliable assessment a central part of all early childhood programs.hood programs.
To assess young childrenTo assess young children’’s strengths, progress, and needs , use assessments strengths, progress, and needs , use assessment
methods that are developmentally appropriate, culturally and linmethods that are developmentally appropriate, culturally and linguisticallyguistically
responsive, tied to childrenresponsive, tied to children’’s daily activities, supported by professionals daily activities, supported by professional
development, inclusive of families, and connected to specific, bdevelopment, inclusive of families, and connected to specific, beneficialeneficial
purposes: (1) making sound decisions about teaching and learningpurposes: (1) making sound decisions about teaching and learning, (2), (2)
identifying significant concerns that may require focused intervidentifying significant concerns that may require focused intervention forention for
individual children, and (3) helping programs improve their eduindividual children, and (3) helping programs improve their educational andcational and
developmental interventions.developmental interventions.
►► (NAEYC & NAECS/SDE 2003,1)(NAEYC & NAECS/SDE 2003,1)
8. Why Assess?Why Assess?
►►To monitor childrenTo monitor children’’s development ands development and
learninglearning
►►To guide our planning and decision makingTo guide our planning and decision making
►►To identify children who might benefit fromTo identify children who might benefit from
special servicesspecial services
►►To report to and communicate with othersTo report to and communicate with others
(families, other professionals, program(families, other professionals, program
evaluation and accountability)evaluation and accountability)
9. What is sound assessment?What is sound assessment?
►►Sound or appropriate assessmentSound or appropriate assessment
instruments are reliable, valid, free of bias,instruments are reliable, valid, free of bias,
and suited to childrenand suited to children’’s developmentals developmental
characteristicscharacteristics
10. Reliable assessments are:Reliable assessments are:
►►Accurate and consistent.Accurate and consistent.
►►Yield similar results upon additionalYield similar results upon additional
administrations and across examinersadministrations and across examiners
11. Valid Assessments:Valid Assessments:
►►Measure what we want them to measureMeasure what we want them to measure
►►Provide results that agree with otherProvide results that agree with other
information gathered in other ways aboutinformation gathered in other ways about
the same behaviorthe same behavior
►►Sample enough behavior to represent theSample enough behavior to represent the
whole child or give a good picture of childwhole child or give a good picture of child’’ss
abilityability
12. Bias Free Assessments:Bias Free Assessments:
►►Do not unfairly discriminate against a childDo not unfairly discriminate against a child
or group of children on the basis of suchor group of children on the basis of such
factors as gender, urban or rural residence,factors as gender, urban or rural residence,
socioeconomic status, family structure,socioeconomic status, family structure,
ethnic origin, culture, and language.ethnic origin, culture, and language.
13. Assessments must beAssessments must be
developmentally appropriatedevelopmentally appropriate
►►Take into account patterns of unevenTake into account patterns of uneven
developmentdevelopment
►►Limited language skillsLimited language skills
►►Sensitivity to contextSensitivity to context
►►Limited interest in being testedLimited interest in being tested
►►Inability to meet the demands of certainInability to meet the demands of certain
types of taskstypes of tasks
14. How do we assess young childrenHow do we assess young children’’ss
development?development?
►►Performance assessmentPerformance assessment
►►Authentic assessmentAuthentic assessment
15. What should be assessed?What should be assessed?
►►ChildChild’’s growth and developments growth and development
►►Expected outcomes based upon curriculum,Expected outcomes based upon curriculum,
teaching, standards, etc.teaching, standards, etc.
16. When should assessment be done?When should assessment be done?
►► Before children enter school or program (parentBefore children enter school or program (parent
information, medical information, information frominformation, medical information, information from
previous /programprevious /program
►► DailyDaily--child observations/anecdotal noteschild observations/anecdotal notes
►► Periodically:Periodically: initial & final assessmentsinitial & final assessments focusfocus
on developmental domains, outcomes, etc.on developmental domains, outcomes, etc.
interim assessmentinterim assessment can give you a reading oncan give you a reading on
how children are doing and whether changes needhow children are doing and whether changes need
to occurto occur
►► Before and after unit, theme or projectBefore and after unit, theme or project
►► As needed to address a problem or concernAs needed to address a problem or concern
17. Methods to Gather InformationMethods to Gather Information
►► ObservationObservation
►► Work ProductsWork Products
►► Elicit a ResponseElicit a Response
►► Annotated photographAnnotated photograph
►► ChecklistChecklist
►► Rating ScalesRating Scales
►► Anecdotal RecordsAnecdotal Records
►► InterviewsInterviews
►► CriterionCriterion--Referenced AssessmentsReferenced Assessments
18. IntroductionIntroduction
►► This assessment is one that focuses on the developmentalThis assessment is one that focuses on the developmental
level between birth and three years (36 months).level between birth and three years (36 months).
►► The EThe E--LAP is a criterion referenced assessment used toLAP is a criterion referenced assessment used to
assist teachers, parents, and clinicians in understandingassist teachers, parents, and clinicians in understanding
individual skill development.individual skill development.
►► The results of this assessment can be used to get a pictureThe results of this assessment can be used to get a picture
of a childof a child’’s developmental progress so individualizeds developmental progress so individualized
activities can be planned and used for the child.activities can be planned and used for the child.
►► It can be used at specific checkpoints or as on an goingIt can be used at specific checkpoints or as on an going
assessment throughout the year.assessment throughout the year.
►► The EThe E--LAP can be used with any infant or toddler includingLAP can be used with any infant or toddler including
children with disabilities.children with disabilities.
19. Developmental Areas AssessedDevelopmental Areas Assessed
►►Gross MotorGross Motor
►►Fine MotorFine Motor
►►CognitiveCognitive
►►LanguageLanguage
►►Self HelpSelf Help
►►Social/EmotionalSocial/Emotional
20. How to Calculate Chronological AgeHow to Calculate Chronological Age
YearYear MonthMonth DayDay
Date ofDate of
TestingTesting
20042004 10 910 9 01 3101 31
Date of BirthDate of Birth 20022002 99 1515
ChronologicalChronological
AgeAge
2 *2 * 0 **0 ** 1616
Age in MonthsAge in Months
******
2525
***Number of years (*) X 12 + number of months (**). If number of days is 15
or greater add one month. For example Chronological Age for this child is 2
Years, 1 month or 25 months.
21. How to Administer the EHow to Administer the E--LAPLAP
Determine starting points:Determine starting points:
The starting point for each child is theirThe starting point for each child is their
chronological age in months. If there are nochronological age in months. If there are no
items at this age then the start point is theitems at this age then the start point is the
first item in the developmental age rangefirst item in the developmental age range
prior to the childprior to the child’’s chronological age.s chronological age.
22. How to Administer the EHow to Administer the E--LAPLAP
Scoring Procedure:Scoring Procedure:
If the child meets the criteria for an itemIf the child meets the criteria for an item
record a (+ ) in the scoring section of therecord a (+ ) in the scoring section of the
scoring book. If the child doe notscoring book. If the child doe not
demonstrate the skill a (demonstrate the skill a (–– ) is recorded .) is recorded .
23. How to Administer the EHow to Administer the E--LAPLAP
Basal and Ceiling Criteria:Basal and Ceiling Criteria:
Basal: 8 consecutive items successfully completedBasal: 8 consecutive items successfully completed
Ceiling: 3 errors out of 5 consecutive itemsCeiling: 3 errors out of 5 consecutive items
Refusals are recorded as (Refusals are recorded as (--) and refused written) and refused written
in the comments column.in the comments column.
24. How to Administer the EHow to Administer the E--LAPLAP
Computing raw scores:Computing raw scores:
1. All items prior to the basal are counted as1. All items prior to the basal are counted as
correct.correct.
2. After the ceiling item is obtained write the2. After the ceiling item is obtained write the
write the number of the ceiling item at thewrite the number of the ceiling item at the
bottom of the where statedbottom of the where stated ““Number ofNumber of
the last item of the ceiling.the last item of the ceiling.””
3. Count the number of errors between the basal3. Count the number of errors between the basal
and the ceiling. Record this number where statedand the ceiling. Record this number where stated
““Subtract (minuses between basal/ceiling).Subtract (minuses between basal/ceiling).””
4. Subtract as indicated this number becomes the4. Subtract as indicated this number becomes the
raw score for that domain.raw score for that domain.
25. How to administer the EHow to administer the E--LAPLAP
Determining the Approximate DevelopmentalDetermining the Approximate Developmental
Age:Age:
Using the raw score for a developmentalUsing the raw score for a developmental
domain, find the corresponding itemdomain, find the corresponding item
number in that domain. The age rangenumber in that domain. The age range
where this number is located is thewhere this number is located is the
Approximate Developmental Age.Approximate Developmental Age.
