Purposeful Assessment

The following scenarios are proposed to help gain knowledge as to the most appropriate assessment and/or intervention for each child. Each child has their own issues and behaviors that limits his or her learning, but both would benefit from different assessments.

Purposeful assessments require frequent opportunities to examine student performance in a variety of formats (Cobb, 2003). Black and William (1998) stated that assessments that are frequent and short are more effective than assessments that are infrequent and lengthy.

Purposeful assessments are important to educators because if we are going to start making a difference, then we need to start doing things differently (International Reading Association, 2000).

Kalil is an 8-year old boy in third grade. His teacher has noticed Kalil's behavior has gotten worse as the year progresses. He is constantly out of his seat, yells out, interrupts the teacher's lessons, and talks back. His behavior in the cafeteria and specials classes is even worse. The teachers are constantly reporting his rude and disruptive behavior. He is also failing every subject and has a difficult time focusing on anything for more than a couple minutes. Although he seems to not care about his grades, his teacher knows better and has formed a great relationship with him over the course of the school year. She can tell that he wants to do better, but it appears he doesn't know how to correct his impulsive behavior. There isn't much support at home, as his mother responds to the teacher's request for meetings, but never shows. His teacher is oftentimes at a loss and feels helpless when it comes to helping Kalil. 

Suzie is a bright, observant, and likeable 7-year old child, but a terror in the classroom. Suzie will not sit down at carpet time and wanders around when she is not supposed to. When she is corrected, she will growl and/or make loud animal noises. She also has been known to bite and snarl. She has openly told the adults in her classroom that she enjoys when the adults chase her around the classroom. Suzie talks excessively and seems to always needs adult attention. She does well on her schoolwork, but cannot sit still and shouts out randomly and is a constant disruption to her classmates. At home, she does not display these actions. Teachers have tried time outs and breaks where she can leave the room, but as soon as she reenters, the behaviors begin again. Teachers are at a loss as to how they can help Suzie reach her full potential.

References

Black, P., & William, D. (1998). Inside the black box: Raising standards through classroom

assessment. Retrieved April 1, 2003, from http://www.pdkintl.org/kappan/kbla9810.htm

Cobb, C. (2003). Effective instruction begins with purposeful assessments. Reading Teacher,

57(4), 386-388.

International Reading Association. (2000). Making a difference means making it different:

Honoring children’s rights to excellent reading instruction. Newark, DE: Author.

Standards for Early Childhood Education

The Georgia Early Learning and Development Standards (GELDS) support the growth of the entire child, from birth to age five. These standards focus on physical development and motor skills, social and emotional development, approaches to play and learning, communication, language and literacy, and cognitive development and general knowledge.

            The purpose of the GELDS is to help guide teachers who work with children during this period in their lives to ensure that quality learning experiences and provides, and well as helping to guide the parents in the support of their children’s growth, development, and learning potential. The GELDS also lay the groundwork for applying the standards in pre-service training, professional development, curriculum planning, and child outcome documentation. They also help to create a universal language for all stakeholders to use regarding the learning and development of children, as well as raising public awareness about the significance of the early years as the foundation for school success and lifelong learning (Center on Enhancing Early Learning Outcomes, 2016). The information can be accessed by visiting GELDS. This program is also similar to the Georgia Department of Education (GADOE), as one of its programs focuses on supporting teachers and leader effectiveness to improve student learning in every classroom in the state (Georgia Department of Education, 2015).

            The National Association for the Education of Young and Children (NAEYC) is one way similar to the standards of the GELDS in the aspect of involving those who are around and work with children in the process of carrying out the standards for healthy development and learning. The intentions are also like the GELDS in other ways. Another way being to work with individuals regarding child assessment practices and implementing planning and professional development. Focusing on the actual assessments of children is needed more in education, due to over-assessing and creating assessments that are authentic. As Bagnato (2011) stated, assessment information should be immediately helpful to teachers and other providers as they work to identify functional learning targets that are matched to the child’s skills and guide systematic intervention.

            A way in which they’re different is that the NAEYC seems to also put time into creating satisfying learning experiences and better educational and developmental outcomes for all young children. Investments are also being stimulated to create assessable, affordable, high-quality learning environments that support the implementation of excellent early childhood curriculum, assessment and program evaluation.       The GELDS does not appear to focus as much on the assessments and learning experiences as much as the NAEYC, however they still do shed light on its importance. Both programs could possibly focus on the importance of feedback regarding the assessments given. To help create a beneficial learning experience for all students, design one with allows for enhanced opportunities for in which to give the most specific, individualized feedback (Wheatley, McInch & Fleming, 2015).

            While both policies have the same intention when it comes to the healthy development and learning of our children, their approaches tend to lean toward different ways of reading the intended goal.

            Some questions that may be generated regarding this information may be:

How are schools ensuring that their curriculum and professional learning for teachers is effective in promoting healthy development for children?

Are the created assessments effective in preparing the children for the Georgia Milestone test in April? What measures are put into place to provide evidence to whether they are or are not?

Are these assessments created by people from the GELDS or NAEYC? Who is making the assessments for the children?

References

Bagnato, S. J., McLean, M., Macy, M., & Neisworth, J. T. (2011). Identifying Instructional

Targets for Early Childhood via Authentic Assessment: Alignment of Professional Standards and Practice-Based Evidence. Journal Of Early Intervention, 33(4), 243-253. doi:10.1177/1053815111427565

Center on Enhancing Learning Outcomes (2016). State-by-state. Retrieved from

http://ceelo.org/state-information/state-map/

Georgia Department of Education (GADOE). (2015). Retrived from http://www.gadoe.org

National Association for the Education of Young Children (NAEYC). (2003). Early childhood

curriculum, assessment, and program evaluation. Retrieved from https://www.naeyc.org/files/naeyc/file/postitions/CAPEex-pand.pdf

Wheatley, L. l., McInch, A. a., Fleming, S. s., & Lord, R. r. (2015). Feeding back to feed

forward: Formative assessment as a platform for effective learning. Kentucky Journal Of Higher Education Policy & Practice, 3(2), 34-63.

Classroom Learning Environment Observation

One critical component that I observed in the fifth grade classroom I sat in on that helped to create a positive classroom culture was the relationships the teacher had with her students. She would joke with them and make comments that showed she really knew her students and cared deeply for them. Because of the way she interacted with them, the students knew that she cared and this made them want to do well in her classroom. She praised them often and let them know she was proud of them for trying their best.

Another critical component I observed was the routines and procedures the students were involved in. They knew what to do and how to do it. If they got off task, the teacher simply looked at them and they were able to redirect themselves. This had a lot do to with the relationships that had been built, as the students respected their teacher and wanted her to be proud of them.

It was obvious that the teacher had taken time to get to know her students because of the way they interacted and joked with one another. The students knew when to joke and when to get back to work. Mutual respect was apparent within the classroom. The teacher said she had given the students interest inventories at the beginning of the year in order to get to know them.

This age group needs someone who shows they care in order to create a positive classroom culture. It is hard for young students to engage in school activities effectively when they are not made to feel like they are important. Building a positive classroom environment is all about taking the time to build those positive relationships with the students in order for them to feel comfortable and loved when they are with the teacher, as well as when they’re in the grade levels to come.

One challenge that was apparent was the different levels and needs of the students in the classroom. The majority of the students had IEPs and needed extra help from the teacher. She stated that it was oftentimes hard for her to keep up with all the demands of the differing students in her class. She said sometimes this affected the culture because the students would get frustrated with the work. She also said that the other students did a great job of encouraging one another to try their best.

The teacher said she takes the time to get to know her students prior to the first day of school by driving through neighborhoods her students live in, in order to gain an understanding of where they come from. She then makes sure to look them up in previous yearbooks to make sure she is able to greet the appropriately when they come for open house or the first day of school.                 

While this teacher already has a positive learning environment, the following articles provide a great depth of knowledge regarding ways to increase and/or improve the learning environments within a classroom:

 

McDonald, T. (2010). Positive Learning Framework: Creating Learning Environments in Which

All Children Thrive. Reclaiming Children & Youth, 19(2), 16-20.

 

Pickett, L., & Fraser, B. (2010). Creating and Assessing Positive Classroom Learning

Environments. Childhood Education, 86(5), 321-326.

Van Stone, B. b. (2013) Creating a Positive Classroom Environment. Teach, 11-23.

Dissertation Assignment

The title of the dissertation for this assignment is titled: Teacher Child Interaction Training Creates a Positive Classroom Environment.

 

Early Childhood Research Problem

The early childhood problem researched in this dissertation was the issue of positive learning environment. If the quality of the relationships between child and teacher are improved upon early, a child may improve his socio-emotional competence and decrease behavior problems. The teachers who participated in the Teacher Child Interaction Training (TCIT) were taught to use principals of learning and behavior management in the classroom to enhance positive interactions and attachment, and to prevent and reduce problem behaviors in young children.

            The research was conducted in a public elementary school in rural Virginia during January to May of 2011. Two preschool classrooms were selected to participate: one class being a general preschool classroom, and the other a HeadStart classroom. The five teachers and instructional assistants who also participated were all Caucasian females. Each class had 18-20 students, ranging in age from three to five. Seventy-five percent of the school was on free or reduced lunch and the classes had about the same ratio of boys to girls.

            A letter was sent home with students describing the purpose and procedures of the study. The letter offered an opportunity for parents to decline the participation of their child in the study. To protect identities, both teachers and students were assigned random numbers for identification and the data sheets only named the random descriptor. The children who presented a particular challenge in the classroom were targeted by the teachers; meaning these students were more frequently observed throughout the duration of the study. Teacher and child behaviors were recorded by a team of eight undergraduate and graduate psychology students. This took place over a semester and the observers did not interact with the teachers or students, they only recorded their observations while interfering as little as possible.

            Each day, the observer would enter the data collected (3-4 raters, 22-26 observations per day). The databases each had separate sections for child and teacher and had behaviors listed across the top. The percentage of intervals in which a behavior was observed was tallied for each day and displayed graphically. During and after this time, teachers were placed in interventions where they learned how to interact differently and more effectively with students. The interventions they were involved with depended on the observations of the people whom were rating.

            Overall, the results show that TCIT is an effective intervention to promote positive behavior support in the classroom. Follow-up is vital to ensure the success of any training program (Sigurdsson, 2013), and TCIT continues to provide consultations and feedback following their workshops (Devers, 2015).

 Resources

           The following resources were helpful in the preparation of this dissertation:

 Collett, B.R. (2002). Addressing disruptive behaviors in the preschool classroom: An

           adaptation of Parent-Child Interaction Therapy (PCIT) for Head Start teachers.
           (Doctoral dissertation). Available from ProQuest Dissertations and Theses database.
          ( UMI No. 3040720)

Denham, S., & Burton, R. (1996). A social-emotional intervention for at-risk four-year
           olds. Journal of School Psychology, 34,225-246.

 Filcheck, H.A., McNeil, C.B., Greco, L.A., & Bernard, R.S. (2004). Using a whole-class

           token economy and coaching of teacher skills in a preschool classroom to manage
           disruptive behavior. Psychology in the Schools, 41, 351–361.

           These resources were relevant to the study because each of them gave pertinent information regarding ways in which to alleviate behavior problems within the classroom and ways to implement effective interventions necessary.

 

Further Study

 This dissertation will be beneficial in my work toward my learning about fostering positive learning environments because of its findings in ways for teachers to promote positive learning environments within their classrooms. The interventions utilized during this research study will be helpful in learning ways in which to foster positive learning environments within my own classroom.

 

 

Reference

 

Devers, K. (2015). Teacher child interaction training (TCIT) creates a positive classroom

          environment: Improving attachment and management of child behavior problems. Dissertation           Abstracts International, 76.

 

Module 6 Week 11 Blog

         A couple of years ago, I had a student who couldn’t read or speak coherently and had behavior issues. She was diagnosed with an emotional and behavior disorder and before she was put into the classroom that would have provided her with the least restrictive environment, she was with me for a few weeks. Her name was Eryka and she was a feisty one. She would swear and the students, and at me, but you could tell she felt self-conscious because it was apparent she was used to being made fun of. That is not how I run my classroom, so she was surprised when she found the children in our classroom wanted to help her learn to read.

            She was on beginning reader books and found an interest in the Biscuit series. Each day she would fight me when I asked her to read, but then slowly, she would throw the book in front of me and say, “read.” The fact that she went about it inappropriately was beside the point, as I just wanted her to want to read. After we read the book, I decided to make Eryka some Dolch site word cards and we would practice them 3 times a day. The class and I were upset when she had to leave to move to her new school and new classroom, but we knew we, as a team, had made a difference in her life.

            This course deepened my perspective of that memory by completing the field experience. When I observed children interacting in the library, and saw how their faces lit up at the displays of literature, I decided that next school year I am going to do a classroom makeover to incorporate well-known and popular children’s books into my classroom’s appearance.

            I would still like to pursue the impact of language development on young children and different strategies that can be taken to help ensure that children are being taught the most effective strategies to help ensure their current and future successes.

Module 2 Assignment 4

The advocacy message I would like to send is one that empathizes the importance and severity of education geared toward the development of children’ brains. Familes and teachers do not always realize how crucial the first few years in a child’s life are, when it comes to the development of the brain.

According to Zero To Three (2014a), the first three years of life are a period of incredible growth in all areas of a baby's development. A newborn's brain is about 25 percent of its approximate adult weight. But by age 3, it has grown dramatically by producing billions of cells and hundreds of trillions of connections, or synapses, between these cells.

Simply because of this, there are many reasons why understanding brain development is critical to understanding how important children’s earliest experiences are to their overall well-being. Understanding this may help us learn how experiences truly affect children. It may also help us learn when experiences affect children. Knowledge of these two examples could help us in aiding us to prevent damage that could potentially occur, as well as understanding patterns that could help us in interventions for the children (The Urban Child Institute, 2015).

Waiting until a child is in school is too late to begin to educate parents on the importance of brain development because of the obvious development that has already taken place. I do feel, however, that early childhood teachers should be educated on this and that kindergarten and first grade teachers should attend training and be given information on this topic since they’re the teachers who work with them early on in their academic lives. If teachers and daycare providers are not educated on this, then they cannot truly understand the importance level and how it will help them with educating, as well as understanding their students.

            A related advocacy message I would like to address is the importance that parents play in the role of not only brain development, but teaching their children the importance of empathy. This is character trait that is taught by parents and also has to do with brains and learning things when children are young.

This topic is of importance to me because I have seen the lack of participation from parents in the 10 years that I have been teaching. I would love for parents to make more of an effort in partnering with me, the person who spends more than 8 hours a day with their child, to improve their learning and self-efficacy.

 

 

The Urban Child Institute. (2015). Baby’s brain begins now: Conception to age 3. Retrieved

from http://www.urbanchildinstitute.org/why-0-3/baby-and-brain

Zero to Three. (2014a). Brain development. Retrieved from http://www.zerotothree.org/child- 

           development/brain-development/

 

Assignment 1 Module 4

After reading the blogs of a few of my colleagues, I found that there are many who share my views on education, empathy and attachment. I am looking forward to working with them in the future.

 

Some questions I have after reading the posts are:

 1.) Why are not all teachers instilling values in their students? Do they not realize that they're not necessarily receiving this at home? Many children do not learn empathy at home and it becomes another one of our responsibilities to do this, and we should see that we do.

2.) What can educators do, if anything, to help others not view us as simply “babysitters”? This seems to be a stereotype that doesn’t go away.

3.) What can teachers do to help parents understand the importance of forming a bond with their children? I know that, sadly enough, some parents do not care, but more do. We need to do something to help raise awareness of attachment.

 

These are the topics I would like to probe further in the future and some resources that will allow for this are as follows:

 

Ainsworth, M., Blehar, M., Waters, E., & Wass, S. (1978).Patterns of attachment: A

psychological study of the strange situation. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.1980-50809-000.

 

Bernier, A., Carlson, S. M., Deschênes, M., & Matte-Gagné, C. (2012). Social factors in the

development of early executive functioning: A closer look at the caregiving environment. Developmental Science, 15(1), 12–24.

Allen, J. P., Hauser, S. T., & Borman-Spurrell, E. (1996). Attachment theory as a framework for

understanding sequelae of severe adolescent psychopathology: An 11-year follow-up

study. Journal of Consulting and Clinical Psychology, 64, 254-263.

 

ATTACHMENT DISORDER DISMISSED TOO LIGHTLY. (2004, Jan 13). Pittsburgh Post –

Gazette Retrieved from http://search.proquest.com/docview/390956327?accounti

 

Behrman, D. (2012, Feb 15). Society: 'where do we go for help?': Families of disruptive children

with attachment disorder are finding that support for the condition is in short supply. The Guardian Retrieved from http://search.proquest.com/docview/921457558?accountid=14872

 

Bowlby, J. (1977). The making and breaking of affectional bonds. British

Journal of Psychiatry, 130, 201-210, 421-431.

 

Fonagy, P., Steele, H. & Steel, M. (1991). Maternal representations of attachment during

pregnancy predict the organization of infant-mother attachment past one year of age. Child Development, 62(5), 891-905.

 

Gingras, J.L., Mitchell, E.A., & Grattan, K.E. (2005). Fetal homologue of infant crying. Archives

of Diseases of Childhood (Fetal Neonatal Ed.), 90(5), 415-418.

 

Sallenbach, W.B. (1993). The intelligent prenate: Paradigms in prenatal learning and bonding. In

T. Blum (Ed.), Prenatal perception, learning, and bonding: Learning and bonding (p. 61). Hong Kong: Leonardo.

 

Spitz, R.A. (1945). Hospitalism—An Inquiry Into the Genesis of Psychiatric Conditions in Early

Childhood. Psychoanalytic Study of the Child, 1, 53-74.

 

 

TAYLOR, J; et al. Common Genetic and Nonshared Environmental Factors Contribute to the

 

I can keep in touch with my colleagues through email, as well as Skype and phone calls. It’s important to keep in touch with those who share your vision because we all need people in our corner who understand us and share the same goals. That is motivation to continue and complete our Scholar of Change.

If we work together and support one another, we will be more likely to complete and accomplish our goals. We could even help one another with our change views and expand it to more than 1 state. That would be an amazing feat, and hopefully, accomplishment.