EARLY EDUCATION CHILD ASSESSMENT SYSTEM EVALUATION TOOL PUBLISHER High/Scope Educational Research Foundation ASSESSMENT TITLE COPYRIGHT DATE

Preschool Child Observation Record (COR) 2nd Edition 1st edition 1992 2nd edition 2003

CONTACT NAME Lisa Wasacz or Gavin Haque ADDRESS 600 N. River St Ypsilanti, MI 48198 PHONE 734-485-2000 ext 219 or 234 EMAIL [email protected] or [email protected] The High/Scope Preschool Child Observation Record is a systematic observation of children’s strengths that COMMENTS are demonstrated in their natural, developmentally appropriate learning environment. Anecdotes and work samples are collected and used as evidence for this assessment tool. The following is an explanation of the arrangement of High/Scope’s alignment. When viewing the area that begins the learning criteria notice that each bulleted criteria listed on the right hand side corresponds directly to a chronological number on the left hand side. The first part of each number is a descriptor sentence of the developmental statement that aligns with each West Virginia Early Learning Standard. Immediately following the developmental statement is a letter and a number (example F-1). The letter corresponds to the COR item while the number relates to one of five statements that describes the child’s level of development for that item. The behaviors associated with each level go from simple (1) to more complex (5). Early Education Child Assessment System demonstrates the child’s overall strengths and progress through an ongoing process of gathering evidence of learning within the West Virginia Early Learning Standards Framework (WV ELSF). The assessment is an integral part of curriculum, providing information to adapt and individualize instruction. A variety of strategies and processes are included that are age appropriate; allow for differences in learning styles, rates, and abilities; and are used to benefit the child and the family. Vendor/ Publisher Evaluation Criteria QI & C See individual sections for completion. Criteria for rating materials are listed in the center column. Committee only I- In depth A- Adequate M- Minimal N- Nonexistent Early Education Assessment Evaluation Tool 5/28/04

1

VENDOR/PUBLISHER

Note the location in the assessment or related document that describes the philosophy and methods. The Preschool COR’s more authentic approach to assessment reflects an assumption that children demonstrate an amazing capacity to learn new skills within a relatively brief period of time. Thus, teachers are best able to support a child’s growing repertoire of actions and ideas by focusing on what they child is doing at the moment instead of looking and commenting on what the child is not yet able to do. Using an observation-based instrument to assess a child’s development while the child is engaged in the varied activities typical of developmentally appropriate programs provides a well-rounded picture of a child’s assessment over time.

EVALUATION CRITERIA

PHILOSOPHY The assessment demonstrates the child’s overall strengths and progress through an ongoing process of gathering evidence of learning within the WV ELSF. Assessment is an integral part of the curriculum. A variety of strategies and processes are included that are age appropriate; allow for differences in learning styles, rates, and abilities; and are used to benefit the child and family. The assessment tool is ethical, valid, reliable and culturally and linguistically responsive.

Daily systematic observation, as is done by teachers using COR assessment, is an especially effective way to gain specific information on the culture of each child in the classroom. Observational based assessment allows for developmental variation in children in recognition that all children do not proceed at the same developmental pace. The Preschool COR is based on the premise that human development is an ongoing, constructive process. Our assessment of the validity of the COR encompasses both internal validity, using confirmation factor analysis to examine its internal structure, and external validity, examining correlations between the COR and important related measures, specifically those in the Cognitive Skills Assessment Battery (CSAB; Boehm & Slater, 1981) and children’s age and gender. In examining the COR’s reliability, the internal consistency of its items were examined using the Cronbach alpha coefficient. The inter-observer agreement was also examined using the Pearson product-moment correlations between two sets of observers. Full examination of the validity and reliability statistics can be viewed on our website Highscope.org. Click on the Assessment link, choose Early childhood, scroll down until a blue link is noticed that states “click here for information on its validity and reliability.” The link page is titled “Statistical Findings for the Preschool Child Observation Record (COR).

Early Education Assessment Evaluation Tool 5/28/04

2

QICC Only I A M N

VENDOR/PUBLISHER

EVALUATION CRITERIA

METHODS The Preschool COR is based on the premise that human development is an ongoing, constructive process. This assessment tool provides observers opportunities for systematic observation of children’s strengths. The heart of assessment with the Preschool COR is the process of gathering information on children’s important behaviors and activities by taking brief anecdotal notes and by collecting portfolio items. The process for gathering data for completing a Preschool COR assessment takes place over a period of time during the program’s normal routine and requires no changes in the children’s daily routine. Teachers can take notes for COR anecdotes during any part of the daily routine as they observe and interact with children. Teachers are observing children all of the time and there are always moments when they can take time to record a note to remind themselves of a particular occurrence, COR observation thus is a natural part of interacting with and supporting children

Uses assessment methods that are developmentally appropriate and: • Uses multiple sources of evidence gathering over time such as; anecdotal records; work samples; parent interviews; photographs; audio or video tapes; and developmental checklists •

Ties to children’s daily activities

•

32 COR items (letters) represent important milestones within a comprehensive variety of categories. Under each of the 32 items on the Preschool COR, there are five statements describing the child’s level of development for that item. The behaviors associated with each level go from simple (1) to more complex (5).

Incorporates a mechanism for sharing with and receiving feedback from the parents or guardians

•

Includes the parent/guardian as collaborative partners

Based on observations of the child, the observer chooses the statement under each item that best represents the highest level of behavior characteristic of the child.

•

Relies on demonstrated performance of real, not contrived, activities

•

Encourages self evaluation by the child

•

Allows for flexibility and adaptations for individual children; including children with special developmental needs.

Teachers and teacher assistants watch children throughout the day and observe what they are doing. Observers record anecdotes and collect other documentation such as photographs, audiotapes, videotapes, drawings, writing samples, and other examples of a child’s work. The observer than places the anecdotes and work samples in one of the six Preschool COR categories (Initiative, Social Relations, Movement and Music, Creative Representation, Language and Literacy, and Mathematics and Science) then he or she assigns a COR item (letter) for that example and then chooses a developmental level (number) for the anecdote sample. Since the Preschool Child Observation Record is based on developmental levels not chronological ages, this assessment is developmentally appropriate for children of all developmental abilities. For children who are still functioning in the sensorymotor level of development, the Infant-Toddler COR may be more appropriate.

Early Education Assessment Evaluation Tool 5/28/04

3

QICC Only I A M N

VENDOR/PUBLISHER

Provide a correlation of how and where your assessment measures each of the following Learning Criteria in the WV Early Standards Framework: (May attach in addendum if needed) 1.

2. 3.

4.

5.

6.

7.

Child uses words and phrases S-1 Child uses sentence of four or more words S-2 Child expresses an emotion H-1 Child talks about an emotion H-3 Child identifies an emotion and gives a reason for it H-5 Child identifies an emotion and gives a reason for it H-5 Child participates in a conversation initiated by an unfamiliar adult E-2 Child responds when another child initiates an interaction F-1 Child initiates an interaction with another child F-2 Child sustains an interaction with another child F-3 Child participates in a conversation initiated by a familiar adult E-1 Child participates in a conversation initiated by an unfamiliar adult E-2 Child responds w/ actions or words to a suggestion, request or questionQ-1 Child expresses an emotion H-1 Child comforts another child H-2 Child talks about an emotion H-3 Child represents an emotion through pretend play or art H-4 Child identifies an emotion and gives a reason for it H-5 Child accomplishes some parts of a self-care activity D-2 Child accomplishes all parts of a self-care activity D-3 Child identifies the need for a tool and uses it independently to accomplish a personal goal D-4 Child helps another child in self-care activity or program routine D-5 Child pretends to be an animal, an object, or another person K-1 Child uses one or more objects to stand for another object K-2 Child uses both words and actions to portray a role, situation or setting K-3 Child engages in pretend play C-3

Early Education Assessment Evaluation Tool 5/28/04

EVALUATION CRITERIA

QICC Only I A M N WV EARLY LEARNING STANDARDS FRAMEWORK (ELSF) The assessment measures the child’s progress across a developmental continuum and is aligned with the following WV ELSF: (Downloadable at: SOCIAL AND EMOTIONAL DEVELOPMENT Standard 1: Self Concept Learning Criteria: Each child will progress in developing self-expression and awareness of self in terms of specific abilities, characteristics, and preferences. • Makes positive statements about self • Expresses pride in accomplishments • Adjusts to new situations • Demonstrates appropriate trust in adults • Recognizes and expresses feelings in socially appropriate ways • Demonstrates independence • Acts out roles by imitating typical actions associated with the roles

4

VENDOR/PUBLISHER

1. Child expresses an emotion H-1 Child expresses frustration when encountering a problem with materials B-1 2. Child comforts another child H-2 3. Child responds with actions or words to a suggestion, request or question Q-1 4. During play with other children, child adds an idea that modifies the play C-4 Child joins play with other children in playing a game with rules C-5 Child sustains an interaction with another child F-3 Child invites another child to play F-4 Child shows loyalty to another child F-5 Child engages in role play with two or more other children K-4 5. Child sustains an interaction with another child F-3 6. Child shows loyalty to another child F-5 Child helps another child in a self-care activity or program routine D-5 7. Child expresses an emotion H-1 Child talks about an emotion H-3 Child requests adult help in resolving a conflict w/ another child G-2 8. In a conflict with another child, child responds with yelling or physical actions G-1 Child requests adult help in resolving a conflict w/ another child G-2 Child identifies the problem in a conflict with another child G-3 With adult help, child offers a solution to a conflict G-4 Child negotiates the resolution of a conflict with another child G-5 9. Child requests adult help in resolving a conflict w/ another child G-2 With adult help, child offers a solution to a conflict G-4 Child identifies a problem with materials and asks for help B-2 Child participates in a conversation initiated by a familiar adult E-1 Child participates in a conversation initiated by an unfam. adult E-2 10. Child responds with actions or words to a suggestion, request or question Q-1 11. Child accomplishes some parts of a self-care activity (including following program routines) D-2 Child accomplishes all parts of a self-care activity (including following program routines) D-3 Child joins with other children in playing a game with rules C-5

Early Education Assessment Evaluation Tool 5/28/04

EVALUATION CRITERIA

SOCIAL AND EMOTIONAL DEVELOPMENT Standard 2: Social Relationships Learning Criteria: Each child will progress in developing and demonstrating pro-social behaviors. • Demonstrates affection in socially appropriate ways • Expresses empathy or caring for others • Demonstrates respect for others and their property • Plays cooperatively • Sustains interactions with peers • Maintains an ongoing friendship with at least one other child • Uses words and actions to assert self in socially acceptable ways • Uses and accepts negotiation, compromise, and discussion to resolve conflicts • Accepts guidance and directions from a variety of familiar adults • Recognizes and respects appropriate authority • Follows basic routines and rules for play and group participation

5

QICC Only I A M N

VENDOR/PUBLISHER

1. Child talks about people or objects close at hand R-1 Child talks about absent people or objects R-2 2. Child talks about people or objects close at hand R-1 Child talks about absent people or objects R-2 Child identifies a part of an object and the whole it belongs to EE-3 3. Child talks about people or objects close at hand R-1 Child talks about absent people or objects R-2 4. Child identifies where a natural object or material comes from FF-5 5. Child uses vocabulary related to a particular subject R-3 Child uses words and phrases S-1

EVALUATION CRITERIA

SOCIAL AND EMOTIONAL DEVELOPMENT Standard 3: Knowledge of Family and Community Learning Criteria: Each child will progress in understanding their role and identity in the family and community. • Understands and describes the interactive roles and relationships among family members •

Identifies and describes the roles and relationships of community members

•

Understands similarities and respects differences among people, such as genders, race, special needs, cultures, language, and family structures

•

Identifies themselves as a member of groups within a community Identifies and describes locations and places in their environment

• 1.

2.

3.

4.

5.

6.

Child moves to music O-1 Child hums or sings while engaged in another activity P-2 Child engages in steady movement N-1 Child engages in steady movement N-1 Child joins others in a steady movement N-2 Child maintains a steady beat to music for 4-8 beats N-3 Child maintains a steady beat to music for 12-16 beats N-4 Child chants or sings while maintaining mvmt. to a steady beat N-5 Child names a movement and does it L-4 Child pounds with, shakes, twists or swings an arm or a leg L-1 Child moves to music O-1 Child imitates others as they move to music O-2 Child names a movement and engages in it to music O-3 Child creates and repeats a two-movement pattern to music O-4 Child creates (or copies) and repeats a pattern of four or more mvmt. to music O-5 Child makes vocal sounds that vary in pitch P-1 Child hums or sings while engaged in another activity P-2 Child sings part of a simple song with others P-3 Child sings a three-pitch song P-4 Child sings a song with five or more pitches P-5 Child coordinates both hands to manipulate 1 or more objects M-3 Child hums or sings while engaged in another activity P-2 Child sings part of a simple song with others P-3 Child makes vocal sounds that vary in pitch P-1

Early Education Assessment Evaluation Tool 5/28/04

THE ARTS Standard 1: Music and Movement Learning Criteria: Each child will participate in a variety of music and movement activities. • Participates in music related activities • Responds to and identifies particular musical elements such as rhythm and style • Demonstrates an understanding of movement as it relates to music • Sings with a group and on their own • Uses a variety of instruments including non-traditional and natural objects • Creates music through a variety of techniques

6

QICC Only I A M N

VENDOR/PUBLISHER

1.

2.

3. 4.

5.

1.

2.

3.

4.

1.

Child makes something with materials C-2 Child uses clay, dough, blocks, sand, wire, pipe cleaners, or scrap materials I-1 Child makes a model with three or more basic parts I-4 Child makes a model with details on one or more of the basic parts I-5 Child engages in exploratory play C-1 Child makes something with materials C-2 Child uses a marker, crayon, pencil, chalk, paint, or finger paint J-1 When drawing or painting, child notices an unintended result and says what it looks like J-2 Child draws or paints something and explains what it stands for J-3 Child draws or paints a picture that includes four or more basic parts J-4 Child draws or paints a picture with details on one or more of the basic parts J-5 Child expresses an emotion H-1 Child represents an emotion through pretend play or art H-4 Child makes a model with three or more basic parts I-4 Child makes a model with details on one or more of the basic parts I-5 Child draws or paints something and explains what it stands for J-3 Child draws or paints a picture that includes four or more basic parts J-4 Child draws or paints a picture with details on one or more of the basic parts J-5 Child draws or paints something and explains what it stands for J-3 Child uses sounds, actions, or words to show what a material stands for I-3 Child engages in pretend play C-3 Child pretends to be an animal, an object, or another person K-1 Child uses one or more objects to stand for another object K-2 Child uses both words and actions to portray a role, situation or setting K-3 Child engages in role play with two or more other children K-4 Child steps out of a role-play situation to clarify it or give directions, then returns to the play K-5 Child uses words and phrases S-1 Child uses vocabulary related to a particular subject R-3 Looking at the pictures in a book, child tells the story or makes up a story related to the pictures U-4 During play w/ other children, child adds an idea that modifies the play C-4 Child joins with other children in playing a game with rules C-5 Child engages in role play with two or more other children K-4 Child steps out of a role-play situation to clarify it or give directions, then returns to the play K-5 Child represents an emotion through pretend play or art H-4 Child identifies an emotion and gives a reason for it H-5 Child uses a marker, crayon, pencil, chalk or finger paint J-1 Child lines up three or more objects one after the other Z-1

Early Education Assessment Evaluation Tool 5/28/04

EVALUATION CRITERIA

THE ARTS Standard 2: Visual Art Learning Criteria: Each child will explore and become increasingly proficient in using a variety of art media and materials to create artwork and express ideas. • Creates multi-dimensional artwork • Explores color and texture using different mediums • Expresses emotion and communicates ideas through creative artwork • Shows increasing detail in artwork • Creates artwork that reflects an idea, theme, or story

THE ARTS Standard 3: Dramatic Play Learning Criteria: Each child will progress in using imagination and creativity to assume different roles in dramatic play. • Engages in spontaneous dramatic play throughout the day in a variety of centers • Tells and re-enacts stories • Role- plays and improvises to communicate ideas • Expresses ideas, feelings and emotions through dramatic play

PHYSICAL HEALTH AND DEVELOPMENT 7

QICC Only I A M N

VENDOR/PUBLISHER

2. 3.

4.

5. 6.

1.

2.

3.

4.

5.

6.

7.

EVALUATION CRITERIA

Child coordinates both hands to manipulate one or more objects M-3 Child coordinates both hands to manipulate one or more objects M-3 Child uses a marker, crayon, pencil, chalk, paint or finger paint J-1 Child writes using pictures, squiggles, or letter-like forms X-1 Child uses clay, wire, or sticks to make a recognizable letter X-2 Child accomplishes some parts of a self-care activity D-2 Child accomplishes all parts of a self-care activity D-3 Child identifies the need for a tool and uses it independently to accomplish a personal goal D-4 Child coordinates both hands to manipulate one or more objects M-3 Child coordinates both hands to manipulate one or more objects M-3 Child throws or kicks an object M-1 Child catches an object M-2 Child coordinates both hands to manipulate one or more objects M-3 Child dribbles a ball M-4 Child strikes a moving object with a bat or paddle M-5

Standard 1: Fine Motor Learning Criteria: Each child will progress in performing fine motor tasks with strength and control. • Manipulates small objects with precision • Uses opposing hand movements. • Uses utensils and writing tools • Begins to demonstrate self help skills such as buttoning and zipping • Manipulates cutting and fastening tools • Increases in accuracy of eye-hand coordination

Child indicates a choice by pointing or some other action A-1 Child expresses a choice in one or two words A-2 Child expresses a choice with a short sentence A-3 Child runs, marches, gallops or jumps L-2 Child walks up or down stairs alternating feet L-3 Child hops, skips, or twirls around and stops without falling L-5 Child throws or kicks an object M-1 Child catches an object M-2 Child dribbles a ball M-3 Child strikes a moving object with a bat or paddle M-5 Child chants or sings while maintaining mvmt. to a steady beat N-5 Child runs, marches, gallops or jumps L-2 Child walks up or down stairs alternating feet L-3 Child hops, skips, or twirls around and stops without falling L-5 Child throws or kicks an object M-1 Child catches an object M-2 Child dribbles a ball M-3 Child strikes a moving object with a bat or paddle M-5 Child chants or sings while maintaining mvmt. to a steady beat N-5 Child uses words and phrases S-1 Child accomplishes some parts of a self-care activity D-2 Child accomplishes all parts of a self-care activity D-3 Child observes as others do a self-care activity D-1 Child accomplishes some parts of a self-care activity D-2 Child accomplishes all parts of a self-care activity D-3 Child identifies the need for a tool and uses it independently to accomplish a personal goal D-4 Child helps another child in a self-care activity D-5 Child accomplishes some parts of a self-care activity D-2 Child accomplishes all parts of a self-care activity D-3 Child identifies the need for a tool and uses it independently to accomplish a personal goal D-4 Child indicates a choice by pointing or some other action A-1 Child makes a plan with one or two details A-4

PHYSICAL HEALTH AND DEVELOPMENT Standard 3: Health Practices Learning Criteria: Each child will progress in recognizing and adopting good health practices. • Identifies and makes healthy food choices • Participates actively in games, outdoor play and other forms of exercise that enhance physical fitness • Exhibits increased physical growth, strength, stamina, endurance and flexibility • Expresses health needs • Incorporates good health habits into the routine of their day by following common hygiene practices: washing hands, brushing teeth, covering mouth and nose when coughing or sneezing, using and disposing of tissues and napkins appropriately • Uses the toilet independently • Demonstrates an understanding of the need for different apparel in different climate and weather conditions

Early Education Assessment Evaluation Tool 5/28/04

8

QICC Only I A M N

VENDOR/PUBLISHER

1. Child engages in pretend play C-3 2. Child says what a picture or symbol represents W-2 3. Child responds with actions or words to a suggestion, request or question Q-1 4. Child talks about people or objects close at hand R-1 Child talks about absent people or objects R-2 Child identifies the need for a tool and uses it independently to accomplish a personal goal (safety) D-4 5. Child responds with actions or words to a suggestion, request or question Q-1

1.

2.

3.

4.

Child indicates a choice by pointing or some other action A-1 Child expresses a choice in one or two words A-2 Child expresses a choice with a short sentence A-3 Child makes a plan with one or two details A-4 Child makes a plan with three or more details A-5 Child uses words or phrases S-1 Child responds with actions or words to a suggestion, request, or question Q-1 Child talks about people or objects close at hand R-1 Child talks about people or objects that are absent R-2 Child uses vocabulary related to a particular subject R-3 Child uses two or more words to describe something R-4 Child uses words and phrases S-1 Child uses sentence of four or more words S-2 Child uses two or more simple sentences in a row S-3 Child responds with action or words to a suggestion, request, or question Q-1 When listening to a story, rhyme or narrative, child comments on or asks questions about it Q-3 Child contributes to an ongoing conversation Q-4 Child sustains a dialogue by taking three or more conversational turns Q-5 Child indicates choice by pointing or some other action A-1 Child expresses frustration when encountering a problem w/ materials B-1 Child engages in exploratory play C-1 Child responds when another child initiates interaction F-1 Child responds with actions or words to a suggestion, request or question Q-1 Child uses words and phrases S-1 Child uses the same word to name more than one object

Early Education Assessment Evaluation Tool 5/28/04

EVALUATION CRITERIA

PHYSICAL HEALTH AND DEVELOPMENT Standard 4: Safety Practices Learning Criteria: Each child will progress in identifying, avoiding and responding to common dangers in their environment. • Participates in safety games, songs, and stories • Recognizes symbols indicating danger like Mr. Yuk • Follows safety procedures during drills • Describes and follows classroom and neighborhood safety rules and practices • Responds appropriately to common signals for danger LANGUAGE AND LITERACY Standard 1: Listening and Speaking Learning Criteria: Each child will progress in using expressive and receptive language for a variety of purposes. • Communicates needs and wants through a variety of verbal and symbolic forms • Uses increasingly complex and varied vocabulary/sentences in speaking • Comprehends and expands on oral language • Non-English-speaking child progresses in speaking and understanding English

9

QICC Only I A M N

VENDOR/PUBLISHER

1. 2. 3. 4. 5.

Child holds book right-side up, turns the pages, & looks at them U-2 Child holds book right-side up, turns the pages, & looks at them U-2 Child calls attention to print W-3 Child holds book right-side up, turns the pages, & looks at them U-2 Points to the words in a book or follows a line of text while telling or reading the story U-5 Child calls attention to print W-3 6. Looking at the pictures in a book, child tells the story or makes up a story related to the pictures U-4 Child calls attention to print W-3 1. 2.

3.

4.

1.

3. 4. 5.

Child engages in pretend play C-3 Child uses one or more objects to stand for another object K-2 Child says or sings some letters V-1 Child names three or more alphabet letters he or she is holding, looking at, typing or making V-2 Child says what a picture or symbol represents W-2 Child calls attention to print W-3 Child writes using pictures, squiggles, or letter-like forms X-1 Child uses clay, wire or sticks to make a recognizable letter X-2 Child writes two or more recognizable letters X-3 Child uses the same word to name more than one object W-1 Child says what a picture or symbol represents W-2 Child calls attention to print W-3 Child recognizes a written word W-4 Child call attention to print W-3 Child recognizes a written word W-4 Child reads aloud a simple phrase or sentence W-5 Child responds with actions or words to a suggestion, request or question Q-1 When listening to a story, rhyme, or narrative, child anticipates and fills in a word or phrase Q-2 When listening to a story, rhyme, or narrative, child comments on or asks a question about it Q-3 During play, child makes the sound of an animal or vehicle, or some other environmental sound T-1 Child joins in saying or repeating a rhyme or a series of words that start with the same sound T-2 Child rhymes one word with another or makes up a phrase or sentence that includes a rhyme T-3 Child says that two words begin with the same sound T-4 Child creates a pair or series of words that start with the same sound T-5 Child rhymes one word with another or makes up a phrase or sentence that includes a rhyme T-3 Child says that two words begin with the same sound T-4 Child creates a pair or series of words that start with the same sound T-5

Early Education Assessment Evaluation Tool 5/28/04

EVALUATION CRITERIA

LANGUAGE AND LITERACY Standard 2: Reading Learning Criteria: Each child will progress in understanding and using conventions of reading. • Holds books upright • Identifies the front and back of a book • Points to the beginning and end of a story • Turns the pages of a book correctly • Realizes that print proceeds from left to right • Understands the purpose and function of print

LANGUAGE AND LITERACY Standard 2: Reading Learning Criteria: Each child will progress in understanding and using concepts of print. • Uses objects in a symbolic way • Knows that letters of the alphabet are a special category of visual graphics that can be individually named • Recognizes and names letters such as those in his/her name, names of some family and friends and those seen in environmental print • Recognizes words as units of print that are separated by spaces LANGUAGE AND LITERACY Standard 2: Reading Learning Criteria: Each child will progress in hearing and discriminating the sounds of language (phonological awareness). • Listens to and identifies sounds that are in the environment • Claps in response to separate syllables in spoken words • Recognizes rhyming sounds in spoken words • Recognizes when several words begin with the same sound – alliteration • Decides which of several words begin with a specific sound

10

QICC Only I A M N

VENDOR/PUBLISHER

EVALUATION CRITERIA

1. Child makes the sound of a letter in a word he or she is looking at, writing, or typing V-3 Child says a word and identifies the beginning letter or letter sound V-5 Child calls attention to print W-3 Child recognizes a written word W-4 Child reads aloud a simple phrase or sentence W-5 2. Child uses vocabulary related to a particular subject R-3 Child uses two or more words to describe something R-4 3. Child recognizes a written word W-4 4. Child recognizes a written word W-4 Child reads aloud a simple phrase or sentence.

LANGUAGE AND LITERACY Standard 2: Reading Learning Criteria: Each child will progress in the development of word recognition. • Recognizes that letters can be grouped together to form words • Understand that words have meaning • Knows that spoken words can be written and read • Read words such as their names, names of some family and friends, and familiar environmental print 1. When listening to a story, rhyme, or narrative, child anticipates and LANGUAGE AND LITERACY fills in a word or phrase Q-2 Standard 2: Reading When listening to a story, rhyme, or narrative, child comments on or Learning Criteria: Each child will develop an appreciation asks a question about it Q-3 of literature. Child shows interest when a book is read aloud U-1 Child asks another person to read a book to him or her U-3 • Listens attentively to literature 2. Looking at pictures in a book, child tells the story or makes up a • Dramatizes, illustrates, and retells stories story related to the pictures U-4 • Participates in reading-related activities 3. When listening to a story, rhyme, or narrative, child anticipates and • Looks through books independently fills in a word or phrase Q-2 When listening to a story, rhyme, or narrative, child comments on or • Asks to have books read to them 4. 5. 1.

2.

3.

asks a question about it Q-3 Child shows interest when a book is read aloud U-1 Child holds a book right-side up, turns the pages and looks at them U-2 Child asks another person to read a book to him or her U-3 Looking at the pictures in a book, child tells the story or makes up a story related to the pictures U-4 Child uses vocabulary related to a particular subject R-3 Child anticipates the next event in a sequence DD-1 Child describes a sequence of events DD-2 Child explains that an event or change happens because of something else DD-5 Child uses two or more words to describe something R-4 Child asks about a meaning of a word R-5 Child contributes to an ongoing conversation Q-4 Looking at the pictures in a book, child tells the story or makes up a story related to the pictures U-4

Early Education Assessment Evaluation Tool 5/28/04

LANGUAGE AND LITERACY Standard 2: Reading Learning Criteria: Each child will progress in developing story comprehension skills. • Identifies characters in a story • Understands there is a sequence of events in a story • Engages in questioning, reflecting, and relating a story to personal experiences

11

QICC Only I A M N

VENDOR/PUBLISHER

EVALUATION CRITERIA

1. Child writes using pictures, squiggles, or letter-like forms X-1 Child writes two or more recognizable letters X-3 2. Child writes a string of letters and reads them or asks them to be read X-4 Child writes a phrase or sentence of two or more words X-5 Child calls attention to print W-3 Child recognizes a written word W-4 Child reads aloud a simple phrase or sentence W-5

LANGUAGE AND LITERACY Standard 3: Writing Learning Criteria: Each child will progress in understanding that writing is a way of communicating for a variety of purposes. • Uses scribble writing, random letter strings, and invented/developmental spelling in meaningful context • Demonstrates an understanding that writing relays a message that can be read LANGUAGE AND LITERACY Standard 3: Writing Learning Criteria: Each child will progress in using conventions of writing. • Uses a variety of tools for writing • Recognizes the conventional writing patterns used in English

1. Child uses clay, wire or sticks to make a recognizable letter X-2 Child uses a marker, crayon, pencil, chalk, paint or finger paint J-1 2. Child write a string of letters and reads them or asks them to be read X-4 Child writes a phrase or sentence of two or more words X-5 Child points to the words in a book or follows a line of text while telling or reading the story U-5

1. Child uses a number word BB-1 Child counts objects, naming one number for each object BB-2 Child counts 11 or more objects and uses the last number to say how many BB-4 2. Child makes or responds to a statement that includes a comparison word AA-1 Child describes contrasting objects using a word and its opposite AA-2 Child makes an object or structure smaller or bigger and comments on the change AA-3 Child uses a comparison word to describe the difference between two objects AA-4 3. Child counts objects, naming one number for each object BB-2 Child counts two groups of objects and says which one has more BB-5 4. Child says what a picture or symbol represents W-2 5. Child identifies a part of an object and the whole it belongs to EE-3

Early Education Assessment Evaluation Tool 5/28/04

MATHEMATICS Standard 1: Numbers and Operations Learning Criteria: Each child will progress in understanding quantity and numbers. • Counts in sequence to ten and beyond • Uses comparative words such as more, less, fewer, equal to • Uses one-to-one correspondence in counting objects and matching groups of objects • Matches quantity with number symbols • Identifies parts in relationship to the whole including fractional components

12

QICC Only I A M N

VENDOR/PUBLISHER

EVALUATION CRITERIA

1. Child creates a collection of five or more objects Y-1 Child sorts a collection into smaller groups of similar objects Y-2 In sorting, child groups objects that are the same in some way but different in others Y-3 In sorting, child groups objects that are the same in some way and identifies the similarity Y-4 Child identifies two or more similarities b/w objects or groups Y-5 2. Child lines up three or more objects one after the other Z-1 Child arranges four or more objects in a repeating series Z-2 Child arranges three or more objects in a graduated series Z-3 Also refer to #1 item Y sorting would apply to this criteria 3. Child finds or points out a repeating or graduated series Z-4 Child adds additional objects to extend a repeating or graduated series Z-5

MATHEMATICS Standard 2: Patterns and Relationships Learning Criteria: Each child will progress in understanding the concepts of patterns and relationships. • Sorts objects according to common characteristics • Arranges objects in a series on the basis of one or more attributes such as color, size or shape • Recognizes, duplicates and creates simple patterns

1.

MATHEMATICS Standard 3: Geometry and Spatial Sense Learning Criteria: Each child will progress in understanding concepts of geometry and spatial relationships. • Understands directionality, order, and positions of themselves and objects in their environment • Understands words such as up, down, over, under, top, bottom, inside, outside, in front, and behind • Recognizes, describes, compares and names common shapes • Determines whether or not two shapes are the same size and shape • Begins to understand time intervals and uses language associated with time

2.

3.

4. 5.

1. 2.

3.

Child moves or places an object as requested CC-1 Child uses a position word CC-2 Child uses a direction word CC-3 Child uses a distance word CC-4 Reading a map, child uses a position, direction, or distance word CC-5 Child moves or places an object as requested CC-1 Child uses a position word CC-2 Child uses a direction word CC-3 Child uses a distance word CC-4 Reading a map, child uses a position, direction, or distance word CC-5 Child uses words and phrases S-1 Child uses vocabulary related to a particular subject R-3 Child uses two or more words to describe something R-4 Child uses a comparison word to describe the difference between two objects AA-4 Child anticipates the next event in a sequence DD-1 Child describes a sequence of events DD-2 Child describes a change in an object or situation DD-3 Child compares the rates or durations of two events DD-4 Child uses a conventional or non-conventional measuring tool and states the result AA-5 Child describes contrasting objects using a word and its opposite AA-2 Child makes an object or structure smaller or bigger and comments on the change AA-3 Child uses a comparison word to describe the difference between two objects AA-4 Child uses a conventional or non-conventional measuring tool and states the result AA-5 Child makes or responds to a statement that includes a comparison word AA-1

Early Education Assessment Evaluation Tool 5/28/04

MATHEMATICS Standard 4: Measurement Learning Criteria: Each child will progress in understanding the basic concepts of measurement. • •

•

Uses standard and non-standard measures for length and area of objects Estimates the size of objects in comparison to a common unit of measurement Uses the vocabulary of measurement such as: more/less, short/tall, long/short, big/little, and light/heavy

13

QICC Only I A M N

VENDOR/PUBLISHER

1. Child describes a change in an object or situation DD-3 Child explains that an event or change happens because of something else DD-5 Child identifies a change (in a materials or the environment ) and a possible cause FF-4 2. Child identifies a property of an object EE-1 Child uses a comparison word to describe the difference between two objects AA-4 3. Child indicates a choice by pointing or some other action A-1 Child expresses a choice in one or two words A-2 Child expresses a choice with a short sentence A-3 Child makes a plan with one or two details A-4 Child makes a plan with three or more details A-5 Child engages in exploratory play C-1 Child identifies a problem with materials and asks for help 4. Child uses words and phrases S-1 Child uses vocabulary related to a particular subject R-3 5. Child uses a clause that starts with “when”, “if” “because”, or “since” in a sentence S-5 6. Child uses a conventional or non-conventional measuring tool and states the results AA-5 7. Child explains that an event or change happens because of something else DD-5 1.

Child identifies a property of an object EE-1 Child identifies the material an object is made of EE-2 Child identifies a part of an object and the whole it belongs to EE-3 Child selects a material based on its properties EE-4 Child number the parts or features of an object EE-5 2. Child names a natural object or material FF-1 Child characterizes something as living or not living FF-3 Child identifies a change (in a material or the environment) and a possible cause FF-4 Child identifies where a natural object or material comes from FF-5 3. Child performs an action helpful to plants or animals FF-2

Early Education Assessment Evaluation Tool 5/28/04

EVALUATION CRITERIA

SCIENCE Standard 1: Science as Inquiry Learning Criteria: Each child will progress in gaining a foundational knowledge of scientific inquiry. • Explores cause and effect • Observes and discusses similarities and differences among objects and materials • Problem solves through observation and active exploration of the environment • Participates in simple investigations • Describes and discusses predictions, explanations and generalizations • Uses senses and a variety of tools to gather information, investigate materials, and observe processes and relationships • Collects, describes and records information through a variety of means SCIENCE Standard 2: Scientific Knowledge Learning Criteria: Each child will progress in gaining an understanding of the world in which they live. • Observes and describes the immediate and familiar world • Recognizes that materials can exist in several physical states • Demonstrates expanding knowledge of and respect for the environment

14

QICC Only I A M N

VENDOR/PUBLISHER

Provide clear description/ samples regarding ease of use. 1. 2.

3.

4.

The Preschool COR is available as a CD-ROM. In addition the COR can be operated online through our website Highscope.net Reporting forms for the manual version are the “Child Anecdotes Booklet” where observations of the children are recorded as anecdotes Those anecdotes are then assigned an observation item and a development level on the “Child Information and Developmental Summary Sheet” Individual child information can be coordinated on the “Class Summary” sheet if desired Finally, a written developmental summary is created and a few anecdotes are selected to share with parents on the “Family Report Form” Reporting forms for the Computerized version of the COR are all printable from the software itself. The only manual component for this option is an organized method for collecting anecdotes and storing them until they are successfully entered into the software program. Time required for completion. Using the Preschool COR is a continuous process. Anecdotal notes are recorded and scored throughout the year. Depending on your program’s needs and specific evaluation concerns, the summary forms and family reports may be completed two or three times a year- for example, as the program year begins, halfway through the year, and as the year ends. The COR may be used as often as you wish to document children’s developmental status and progress Resources that support implementation are: Onsite training of staff who will be implementing the Preschool COR User’s guide – “User’s Guide” User-friend COR manual – “Observation Items” “What’s Next – Planning Children’s Activities Around COR Observations” manual designed to help teachers put their COR based child observations to work as they plan ongoing strategies, experiences, and activities to support children’s development “Child Anecdotes booklet” with the manual version which is designed for recording a child’s anecdotes “Child Information and Developmental Summary”- form that provides convenient location for summarizing and storing significant information about each child “Class Summary” form to summarize Preschool COR results for their whole group “Family Report” Form used to create reports for parents about their child that can be discussed at parent conferences or home visits “Parent Guide” a booklet for parents that explains what the COR is “COR poster” large reference poster listing the 6 COR categories and the 32 individual items

Early Education Assessment Evaluation Tool 5/28/04

EVALUATION CRITERIA

EASE OF USE • Technology Available to Support Assessment • Reporting Forms • Time required for completion • Resources that support implementation

15

QICC Only I A M N

Early Education Assessment Evaluation Tool 5/28/04

16