ec 303 901 author ysseldyke, james e.; and others ...corey robinson university of colorado debbie...

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EC 303 901

Ysseldyke, James E.; And OthersPossible Sources of Data for Early Childhood (Age 3)Indicators.National Association of State Directors of SpecialEducation, Alexandria, VA.; National Center onEducational Outcomes, Minneapolis, MN.; Saint CloudState Univ., MN.Special Education Programs (ED/OSERS), Washington,DC.

Nov 94H159C0000443p.; For a companion booklet, see ED 361 926.National Center on Educational Outcomes (NCEO),Publications Office, 350 Elliott Hall, 75 East RiverRd., University of Minnesota, Minneapolis, MN 55455($10).

Guides Non-Classroom Use (055)

MF01/PCO2 Plus Postage.Child Health; Data Collection; *Disabilities;Evaluation Criteria; Family Involvement; *InformationSources; Literacy; *Measurement Techniques; Models;Participation; Personal Autonomy; Physical Health;*Preschool Education; Responsibility; Satisfaction;Social Adjustment; *Student Educational Objectives

This booklet is designed to be used in developing asystem of indicators of educational outcomes for 3-year-old children,including those with disabilities. The document summarizes aconceptual model of educational outcomes, lists specific outcomes forthe early childhood level, and matches indicators with each of the .

outcomes. It then focuses on identifying information sources for eachof the 62 indicators listed in the conceptual model. The modeladdresses eight outcome domains: presence and participation, familyinvolvement/accommodation and adaptation, physical health,responsibility and independence, contribution and citizenship,academic and functional literacy, personal and social adjustment, andsatisfaction. Sample information sources suggested for use inmeasuring the outcomes include: parent surveys or interviews, localor state poverty rate statistics, surveys of private and communityday care programs, local education agency records, and teacherobservations. Appendices list instruments for assessing each domainand sources of the instruments. (Contains 12 references.) (JDD)

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Reproductions s..pplied by EDRS are the best that can be made* from the original document. *

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;I Possible Sources ofC.64

ata for Early ChildhoodOa Ice 01 Edmetronel Sweercit and Imorovement

U.S. DEPARTMENT OF EDUCATION

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERICI

Vims document ins bison reproduced as'wowed from :Mt fusion Of oreamiabon011411,111119 it

O Mame civilness My' been made to empromHI/ Productron Quality

(Age 3) IndiCators

1 i IIIIIMIIIPMUM. NATIONALmow_

4ICENTER ON

'p MTMN. EDUCATIONAL

I.%13OUTCOMES

e'---) The College of Education,1

( UNIVERSITY OF MINNESOTA BEST COPY AVAILABLE

i 2

POoritll Of VNIW or oranges stated in tars docu-ment dO not oCOSianly represent &boldOEM poamon or policy

AGE 3 NCEO

November, 1994

Prepared by James E. Ysseldyke,Martha L. Thurlow, and Ronald N.Erickson

Additional copies may beordered for $10.00.Please write:

Publications OfficeNCEO350 Elliott Hall75 East River RoadUniversity of MinnesotaMinneapolis, MN 55455

The National Center on EducationalOutcomes (NCEO). established in1990, works with state departments ofeducation, national policy-makinggroups, and others to facilitate andenrich the development and use ofindicators of educational outcomes forstudents with disabilities. It isbelieved that responsible use of suchindicators will enable students withdisabilities to achieve better resultsfrom their educational experiences.The Center represents a collaborativeeffort of the University of Minnesota.the National Association of StateDirectors of Special Education, andSt. Cloud State University.

The Center is supportdd through aCooperative Agreement with the U.S.Department of Education, Office ofSpecial Education Programs(HI59C00004). Opinions or points ofview do not necessarily representthose of the U.S. Department ofEducation or offices within it.

NCEO Core Staff:

Robert H. BruininksJudith L. ElliottRonald N. EricksonPatricia J. GrafstromKevin S. McGrewDorene L. ScottPatricia S. SeppanenMartha L. Thurlow. assistant directorJames E. Ysseldyke, director

Acknowledgments

Several professionals contributed tothe development of this publication.Those who supplied possible sourcesof information for the specificindicators are listed below along withtheir professional affiliations:

Steve BagnatoUniversity of Pittsburgh

Lizanne De StefanoUniversity of Illinois

Scott McConnellUniversity of Minnesota

Mary McEvoyUniversity of Minnesota

Corey RobinsonUniversity of Colorado

Debbie WoodMissouri Department of Education

An additional thank you to KathrynThor who assisted in the preparationof this document.

Editing and Desktop PublishingTrish Grafstrom

AGE 3 NCEO

Table of Contents

Using Outcomes and Indicators 1

Conceptual Model of Domains and Outcomes 2

Presence and Participation 6

Family Involvement/Accommodation and Adaptation 9

Physical Health 13

Responsibility and Independence 16

Contribution and Citizenship 18

Academic and Functional Literacy 20

Personal and Social Adjustment 23

Satisfaction 26

References 29

Appendix

Instruments for Assessing Each Domain 31

Sources of Instruments 38

1

AGE 3 NCEO

Using Outcomes andIndicators

As an educator you can't ignore thepublic's growing desire to know whatthe results of education are for all ofAmerica's students. But you may beasking yourself "Where do I begin?"The National Center on EducationalOutcomes (NCEO) agrees thateducational results are important andknows that finding the data to answerquestions about results can be difficult.That's why NCEO has been working tohelp you get the information you needto get started.

After first developing a conceptualmodel of educational outcomes, NCEOproduced the publication EducationalOutcomes and Indicators for EarlyChildhood (Age 3). This documentexplains the model (see Figure 1, page2), along with specific outcomes andindicators of those outcomes for thisearly childhood level.

By using outcomes and indicators likethose in NCEO's early childhoodmodel, you can make data-baseddecisions about your early childhoodeducational system. You can also havegoals that will increase progress towarddesired outcomes. But first, you needto identify where you will get theinformation for each indicator. Thiseasy-to-follow booklet will help youobtain the information you need.

Using This Booklet

In this booklet, which is a companionpiece to Educational Outcomes andIndicators for Early Childhood (Age

3), you will find suggestions forpossible sources of information foreach of the 62 indicators listed in theconceptual model. As Figure 2 (page3) indicates, each of the eight outcomedomains (represented by diamonds)has several outcomes (circles) andindicators (triangles) of thoseoutcomes.

As you read through this booklet, youwill find that the information followsthe order of outcome domains andoutcomes presented in Figure 3 (pages4 and 5). Indicators and possiblesources of information are listed foreach outcome (Al to H3). Forexample, outcome Al of Presence andParticipation has four indicators: Al a,M b, A 1 c, and A Id. Each of theseindicators has several sources ofinformation that can be used to get ameasure of the degree that children arepresent and participate in theircommunity.

NCEO wants you, along with statedepartment and school districtpersonnel, to use this booklet as aresource when developing a system todocument indicators of educationaloutcomes for all students, includingthose with disabilitie- . Documentslisting sources of data are alsoavailable for models of educationaloutcomes and indicators at the earlychildhood (Possible Sources of Datafor Early Childhood (Age 6)), schoolcompletion (Possible Sources of Datafor School Completion hdicators) andpost-school (Possible Sources cif Datafor Post-School Level Indicators)

levels. Additional sources of data willsoon be published as companionpieces for Educational Outcomes ant'Indicators for Grade 4, andEducational Outcomes and Indicato.-sfor Grade 8.

For information on these and otherhelpful publications, turn to page 29.

As you implement your assessmentprogram, NCEO strongly encouragesyou to share your results with NCEO,tiff. By doing so, your experienceand information can be shared withstate and local early childhoodeducators. Write or call NCEO,University of Minnesota, 350 ElliottHall, 75 East River Road.Minneapolis, MN 55455, 612 -626-1530.

POSSIBLE SOURCES OF DATA NCEO

Conceptual Model of Domains and Outcomes

= OUTCOME DOMAIN

Resources(Input and Context)

ow ono 110

Presence andParticipation

LearningOpportunity and

Process

FamilyInvolvement/Accommodationand Adaptation

Physical Health

Responsibility andIndependence

Contribution andCitizenship

Academic andFunctional Literacy

Personal and Social\"-;;/ Adjustment

Th ; Satisfaction

Figure 1. Conceptual Model of Educational Outcomes for Early Childhood (Age 3)

6

2

AGE 3 NCEO

OUTCOME DOMAIN

Presence aid iticipation

OUTCOME INDICATOR SOURCE OF DATA

ABM

Figure 2. NCEO's Model of Outcomes, Indicators, and Sources of Data

3 7


OUTCOME DOMAIN

Presence 1061icipation

Familymipmement/Accom7on and

Ada tion

#04Ph

116 ealth

Res andIndependence

OUTCOME

Is present in group activities

(441i.: Participates in group activities

Demonstrates involvement and support for child'sneeds

(Apt. Has access to resources to support child

Makes adaptations, accommodations, orcompensations necessary to achieve outcomesin each of the major domains

Demonstrates normal physical development

Has access to basic health care

Is physically fit

Demonstrates age-appropriate independence

f) Is responsible for self

Figure 3. Outcome Domains and Outcomes for early Childhood (Age 3)

4

AGE 3 IVCE0

OUTCOME DOMAIN

Contributio itizenship

OUTCOME

Academic *unctionalLite acy

Complies with age-appropriate rules, limits, androutines

Accepts responsibility for age-appropriate tasks

Demonstrates competence in communication

A Demonstrates competence in problem-solving andcritical thinking skills

Perso SocialAdju ent

Figure 3., continued

Demonstrates competence in preacademic skills

Copes effectively with personal challenges,frustrations, and stressors

Has a good self image

Gets along with other people

Parent/guardjan satisfaction with the services thatchildren receive

Community satisfaction with the services that childrenreceive

14).' Child satisfaction with services

5 3


= OUTCOME

= INDICATOR

CAlil Is present in group activities

Percent of children enrolled in earlycare and education programs(differentiated by type of program andenrollment of children with andwithout disabilities)

Alb Percent of children excluded orterminated from programs fortypically developing children

/AIE\ Absenteeism rate from day care,preschool, or other early childhoodprograms

6

= POSSIBLE SOURCESOF INFORMATION

Data from state departments of education for publicschool programs

State licensing agency records for private day carefacilities, nursery schools, etc.

Data from the National Association for the Education ofYoung Children or Early Childhood Institute onMainstreaming

Data from the National Center for Education Statistics(for example, Access to Early Childhood Programs forChildren at Risk or Profile of Preschool Children'sChild Care and Early Education ProgramParticipation)

Survey of private and community day care programs

Records from state or school districts

Survey of Early Childhood Special Education programs

Parent/guardian interviews taken at sites such as countyhealth departments, WIC programs, screening programs

Public school program data bases

Survey of private and community programs

Parent/guardian interviews

10

AGE 3NCEO

At Percent of children who receivedearly intervention services who nolonger need special educationservices

1*111; Is present in group activities,continued

Records from state departments of education or humanservices

Local education agency records

State child count data

State follow-up surveys for early intervention services

Survey of Early Childhood Special Education programsor Parents As Teachers programs

Parent/guardian interviews

Parent/guardian or teacher ratings using scales orchecklists*

*See Appendix for a fill listing of published instruments thatmay be helpful in collecting pertinent data for this indicator.


= OUTCOME

= INDICATOR

Presence rticipation

, Participates in group activities


/jut Percent of children who participate in Parent/guardian or family survey or interviewfamily activities

,,A20, Percent of children participating incommunity activities with parents,siblings, or friends

,,A2t, Percent of children enrolled in earlycare and education programs who areengaged in ongoing activities withinthose programs

Records of city or county recreational programs

Survey of community organizations and/or park andrecreation departments

Parent/guardian survey or interview


Records from public arid private early childhoodprograms

Survey of early care and education programs todetermine level of participation in ongoing activities



*See Appendix for a full listing of published instruments thatmay be helpful in collecting pertinent data for this indicator.

AGE 3 NCEO

= OUTCOME

- INDICATORFamily menu

Accommodat rd Adaptation

Ina% Percent of families withappropriate support to meet theirchild's needs

Percent of families providingenvironments supportive of theirchild's education and learning

Percent of family members whoattend or participate in school orcommunity-based programs inwhich their child is enrolled

Percent of children whose familysystem positively supports theirdevelopment

Demonstrates involvement andsupport for child's needs

Case reviews


Published satisfaction survey from state education andhealth agencies

Parent/guardian survey regarding sources of support

Professional staff survey of interview


Survey of Parents As Teachers programs

Professional staff survey or interview


Records of public programs

Records of parent/teacher organizations

Program survey

Parent/guardian survey

Items from the National Center for Education Statistics'National Household Education Survey




9 13

*See Appendixfor afull listing of published instruments thatmay he helpful in collecting pertinent data for this indicator.


= OUTCOME

= INDICATOR

A.,Family ement/

Accommoda d Adaptation

441, Percent of families knowledgeableabout community resources andprograms needed by their child

aft of families who areconnected to appropriate serviceproviders/agencies

\ Percent of families with adequatesocial and economic resources toappropriately parent children

Has access to resources to support child

And, Percent of families with appropriateparenting skills to anticipate and meetdevelopmental needs of children

I 10


Records or survey data from parent/family supportorganizations

Parent/guardian survey or interview regarding awarenessof resources

Survey of Parents As Teachers and Head Start programs

Data from state IDEA Part H coordinators

Records from state departments of social or familyservices

Case reviews

Parent/guardian survey or interview to measure accessto identified resources in the Individualized FamilyService Plan

Data from Children's Defense Fund or otherorganizations

Local or state poverty rate statistics

Parent/guardian survey or interview regarding sourcesof support


Survey of Parents As Teachers programs



*See Appendix for a full listing of published instruments thatmay he helpful in collecting pertinent data for this indicator.

41.' 4

AGE 3 NCEO

ALFamily ement/

Accommodayd Adaptation

Has access to resources to supportchild, continued

Percent of families living in safeenvironments (free of community andfamily violence, and substance abuse)

Community statistics on crime trends

Data from state or local child protection services

State demographic records on high risk indicators

Data from state departments of health

Data from home visits





= OUTCOME

= INDICATORFamily ement/

Accommoda d Adaptation

Makes adaptations, accommodttions, orcompensations necessary to achieveoutcomes in each of the major domains

Percent of children needing adaptivedevices or skills who use them toparticipate in activities in home,school, and community environments

12


Data from local education agencies or state divisions ofEarly Childhood Special Education

Medicaid/Medicare records

Case review of goals, methods, and materials section inIndividualized Family Service Plans

Parent/guardian survey or interview regarding need for,access to, and use of adaptive devices


*See Apps clis for a full listing of published instruments thatmay be helpful in collecting pertinent data for this indicator.

16

AGE 3 NCEO

= OUTCOME

A = INDICATOR

Percent of children who are inexpected range of growth andphysical development

Demonstrates ;11rmal physical development

Percent of children with appropriate-4' nutrition (for example, not obese or

undernourished)

Percent of children who have beenabused or neglected

A44,4ts Percent of children who have been

accidentally poisoned or have hadserious Nurses that require medicalattention

13


Data from public school programs, screening clinics,physicians, or hospitals

Records from county or state departments of health orWIC programs

Items from the National Health Interview Survey ofChild Health (Rand Corporation, 1980)

Data from public school programs, screening clinics,physicians, or hospitals

Records from county or state departments of health orWIC programs

Participation rates in free breakfast or lunch programssponsored with federal or state subsidies

Hospital records

Reports from state health or social service agencies

Usage rates of abuse hotline services


Hospital or poison control center records showingtrends and national comparisons


Hospital emergency records


4


OUTCOME

= INDICATOR

Percent of children who havereceived age appropriateimmunizations

ate

Phy ealth

A\

Percent of children who receive`'---"" health care supervision including

education, diagnosis, and treatmentservices

Percent of children who have had adental exam and appropriatetreatment

Has access to basic health care

14


Hospital and health care provider records

Records from child care centers

School health records


Data from U.S. Department of Health and HumanServices, Public Health Services


Hospital and health care provider records

Medicaid/Medicare records

Review of Individualized Family Service Plans forchildren with disabilities who have chronic illnesses

Records from state departments of education, health orhuman services


Records from public health or dental care providers

School health records

Data from state departments of health

Results from screening summaries

Survey of local health departments

*See Appendix for a full listing of published instruments thatmay he helpftd in collecting pertinent data for this indicator.

to

AGE 3 NCEO

=OUTCOME

zzt = INDICATORPhys ealth

Percent of children who activelyengage in developmentally appropriatelarge motor play activities

Is physically fit


Survey of early childhood care and preschool programs

Teacher reports of early childhood lessons stressinggross motor playground activities

Survey of local park and recreation departmentsregarding participation rates

15 19


= OUTCOME

= INDICATOR

Responsibilit ndependence

,A.ittra, Percent of children who initiate and

follow through on activities

bilk Percent of children who separateeasily from parents/guardians infamiliar and comfortable situations

,gic Percent of children who can occupythemselves without continuous adultinvolvement

Demonstrates age-appropriateindependence


Patent/guardian survey or interview





16


*See Appendix fora full listing of published instruments thatmay he helpful in collecting pertinent data for this indicator.

20

AGE 3 NCEO

) = OUTCOMEv23.4

= INDICATOR

Responsibilit ndependence

Percent of children who can feedthemselves with limited assistance

per,, Percent of children who use the toilet------" with limited assistance

p2 Percent of children who dressthemselves with limited assistance

Is responsible for self








*See Appendix for a fill listing of published instruments thatmay he helpful in collecting pertinent data for this indicator.


= OUTCOME

= INDICATOR Contributio Citizenship

Complies with age-appropriaterules, limits, and routines

Percent of children who participate insimple routines in familiarenvironments


Parent/guardian or teacher observations


Percent of children who follow simple Parent/guardian or teacher observationsrules/limits


C.

18

*See Appendix for a fill listing of published instruments thatmay he helpfid in collecting pertinent data for this indicator.

22

AGE 3 NCEO

= OUTCOME

= INDICATOR ContributioCitizenehip

Percent of children who help withsimple tasks in natural environments

Accepts responsibility forage-appropriate tasks



19

Parent/guardian or teacher ratings using scales orchecklists.*

23



= OUTCOME

= INDICATOR Academic an

/Percent of children who comprehendand effectively use verbal andnonverbal communication skills forself-expression and interaction withothers

Percent of children who followdirections/respond to simplecommands

ional Literacy

Demonstrates competencein communication


Parent/guardian,or teacher observations



20



24

AGE 3 NCEO

= OUTCOME

= INDICATORAcademic an Iona! Literacy

Demonstrates competence in problem-solving and critical thinking skills

Percent of children who demonstratean understanding of cause and effect

Percent of children who begin toparticipate in problem solving

Percent of children who demonstratecuriosity, persistence, and exploratorybehavior in play and age-appropriateactivities

21







Play-based assessment




= OUTCOME

= INDICATOR


Academic an ional Literacy

Percent of children who demonstratean interest in books and listening tostories

plic Percent of children who demonstratean understanding of basic relationalconcepts

Percent of children who begin torecognize that symbols/objects canbe used to represent other objectsand events

F3d Percent of children who participatein and enjoy the arts

Demonstrates competence inpreacademic skills

22







Parent/guardian or teacher survey or interview



26

AGE 3 NCEO

= OUTCOME

A = INDICATORPersonal an I Adjustment

0 Copes effectively with personal challenges,frustrations, and stressors

Percent of children who deal withfrustration and unfavorable events inage-appropriate ways

Percent of children who differentiatefamiliar from unfamiliar people,sittings, and situations

23








= OUTCOME

= INDICATORPersonal an I Adjustment

Has a good self image


4*H Percent of children who demonstrate a Parent/guardian or teacher survey or interviewpositive sense of self-worth


Percent of children who perceive Parent/guardian or teacher survey or interviewthemselves as competent

cm Percent of children who demonstratean appropriate range of affection andother emotions

24

Parent/guardian or teacher ratings using scales or

checklists* .




'See Appendix for a full listing of published instruments thatmay be helpful in collecting pertinent data for this indicator.

23

AGE 3NCEO

= OUTCOME

=INDICATOR

Personal an I Adjustment

Gets along with other people

47114. Percent of children who initiate and4 respond to social contacts with other

children

.'GAO. Percent of children who engage inextended social interactions withother children

ase Percent of children who engage inappropriate play with other childrenincluding parallel, associative, andemerging cooperative play skills











03d Percent of children who initiate and Parent/guardian or teacher survey or interviewrespond to social contacts with adults

Gise Percent of children who appropriatelyexpress needs to other children andadults


, Parent/guardian or teacher ratings using scales orchecklists*



Pa7ent/guardian or teacher ratings using scales orchecklists*

*See Appendix for a full listing of published instruments thatMay be helpful in collecting pertinent data for this indicator.


= OUTCOME

= INDICATOR

Parent/guardian satisfaction with the servicesthat children receive

Percent of parents/guardians whounderstand early childhood servicesand rate them as effective, efficient,coordinated, and responsive inmeeting child needs

Percent of parents/guardians whounderstand early childhood servicesand rate them as effective, efficient,coordinated, and responsive inmeeting family needs

Percent of parents/guardians whoare satisfied with their own level ofinvolvement in educational decisionmaking (differentiated by individual,local, and state)

MIIMIN11Mi

^.

26






*See Appendix for a full listing of published instruments that'nay be helpful in collecting pertinent data for this indicator.

30

AGE 3 NCEO

= OUTCOME

z4,\ = INDICATOR

Community satisfaction with the servicesthat children receive


\ Percent of providers who are informed Provider survey or interviewof and know how to use earlychildhood services and rate them aseffective, efficient, coordinated, andresponsive in meeting child needs

Percent of providers who are Informed Provider survey or interviewof and know how to use earlychildhood services and rate them aseffective, efficient, coordinated, andresponsive in meeting family needs

740C Percent of providers who are satisfiedwith their own level of involvementwith service-related decision makingand delivery of services

A413:0 Percent of community (policymakers,

members of the business community,general public) who understand earlychildhood services and rate them aseffective, efficient, coordinated, andresponsive in meeting child needs

A* Percent of community (policymakers,members of the business community,general public) who understand earlychildhood services and rate them aseffective, efficient, coordinated, andresponsive in meeting family needs

,A

Provider st ey or interview

Community member survey or interview

27

Policymaker survey or interview

Community member survey or interview

Policymaker survey or interview

31


= OUTCOME

A = INDICATOR

.444 Percent of children who enjoy theirparticipation in early childhoodsettings

Child satisfaction with services

28


Parent/guardian observations or reports

Teacher observations or reports

Child interview

32

AGE 3 NCEO

Vanderwood, M. L., & Ysseldyke, J.E. (1993). Consensus Building: AProcess for Selecting EducationalOutcomes and Indicators.Minneapolis: University ofMinnesota, National Center onEducational Outcomes.

Ysseldyke, J. E., & Thurlow, M. L.(1993a). Developing a Model ofEducational Outcomes. Minneapolis:University of Minnesota, NationalCenter on Educational Outcomes.

Ysseldyke, J. E., & Thurlow, M. L.(1993b). Self-Study Guide to theDevelopment of EducationalOutcomes and Indicators.Minneapolis: University ofMinnesota, National Center onEducational Outcomes.

Ysseldyke, J. E., Thurlow, M. L., &Erickson, R. N. (1994a). EducationalOutcomes and Indicators for Grade4. Minneapolis: University ofMinnesota, National Center onEducational Outcomes.

Ysseldyke, J. E., Thurlow, M. L., &Erickson, R. N. (1994b). EducationalOutcomes and Indicators for Grade8. Minneapolis: University ofMinnesota, National Center onEducational Outcomes.

Ysseldyke, J. E., Thurlow, M. L., &Erickson, R. N. (1994c). PossibleSources of Data for Early Childhood(Age 3). Minneapolis: University ofMinnesota, National Center onEducational Outcomes.

4

Ysseldyke, J. E., Thurlow, M. L., &Erickson, R. N. (1994d). PossibleSources of Data for Post-SchoolLevel Indicators. Minneapolis:University of Minnesota, NationalCenter on Educational Outcomes.

Ysseldyke, J. E., Thurlow, M. L., &Erickson, R. N. (1994e). PossibleSources of Data for SchoolCompletion Indicators. Minneapolis:University of Minnesota, NationalCenter on Educational Outcomes.

Ysseldyke, J. E., Thurlow, M. L., &Gilman, C. J. (1993a). EducationalOutcomes and Indicators for EarlyChildhood (Age 3). Minneapolis:University of Minnesota, NationalCenter on Educational Outcomes.

Ysseldyke, J. E., Thurlow, M. L., &Gilman, C. J. (1993b). EducationalOutcomes and Indicators for EarlyChildhood (Age 6). Minneapolis:University of Minnesota, NationalCenter on Educational Outcomes.

Ysseldyke, J. E., Thurlow, M. L., &Gilman, C. J. (1993c). EducationalOutcomes and Indicators forIndividuals at the Post-School Level.Minneapolis: University ofMinnesota, National Center onEducational Outcomes.

Ysseldyke, J. E., Thurlow, M. L., &Gilman, C. J. (1993d). EducationalOutcomes and Indicators forStudents Completing School.Minneapolis: University ofMinnesota, National Center onEducational Outcomes.

AGE 3 NCEO

Appendix

Some of the individuals whosuggested possible sources of dataalso cited assessments that might behelpful in collecting information onthe indicators. To help you findavailable instruments, this appendixlists a variety of published materialsthat might be used for some of theindicators. Publication informationfor each assessment begins onpage 38.

Please review these materialscarefully to determine their useful-ness in gathering data. Inclusion ofany particular assessment withinthis appendix does not imply itsendorsement by the National Centeron Educational Outcomes or itsfunding agency.

g4


= OUTCOME

A = INDICATOR16:1-1

Presence s rticipation

Instruments for Assessment//;\

tAlkh it ARA

= INSTRUMENTAPPLIES TO THISINDICATOR

Early ChildhoodEnvironment Rating Scale

Social Skills Rating System

System to Plan EarlyChildhood Services

FamilyAccommodat

ment/d Adaptation

Instruments for Assessment d ./0;

Family Needs Survey

Family Resource Scale

Family Support Scale

Home Observation for theMeasurement of theEnvironment Scale

National Survey of ChildrenEducational Aspirations Scale


32

35

AGE 3 NCEO

= OUTCOME

= INDICATOR

Phys ealth

Instruments for Assessment zit k A


Early Screening Profiles


Responsibili

Instruments for Assessment /0,\. A A

ndependence

AA

Child Behavior Checklist

Denver DevelopmentalScreening Test-II

Social Attributes Checklist VI

Temperament AssessmentBattery for Children

Vineland AdaptiveBehavior Scales


= OUTCOME

= INDICATORContributio

L.\Instruments for Assessment 4\ 44\

Citizenship


Battelle DevelopmentalInventory Screening Test

Beginning Milestones

BRIGANCE DiagnosticInventory of EarlyDevelopment

Carolina Curricula:Preschoolers with SpecialNeeds

Child's Observation Record

The DevelopmentalResource

Help for SpecialPreschoolers AssessmentChecklist: Ages 3-6

Learning AccomplishmentProfile - Diagnostic Edition


AGE 3 NCEO

= OUTCOME

= INDICATORAcademic an

Instruments for Assessment A A\Battelle DevelopmentalInventory Screening Test


ional Literacy

A A i.k.1/4


Boehm Test of BasicConcepts - Preschool Version

Bracken Basic Concept Scale




The DevelopmentalResource

Early Screening Inventory

Help for Special PreschoolersAssessment Checklist: Ages 3-6

Ill

NEMOLearning AccomplishmentProfile - Diagnostic Edition

Preschool Language Scales

Temperament AssessmentBattery for Children

Vineland Adaptive BehaviorScales

Work Sampling System

35 33


= OUTCOME

= INDICATOR


Personal an I Adjustment

Instruments for Assessment A A A A,41.

Battelle DevelopmentalInventory Screening Test





The Developmental Resource

Early Coping Inventory

Ecobehavioral Assessment ofSocial Interaction (EASI)

Ecobehavioral System forComplex Assessment ofPreschool Environments(ESCAPE)

Help for Special PreschoolersAssessment Checklist

Learning AccomplishmentProfile - Diagnostic Edition

The Pictorial Scale ofPerceived Competence andSocial Acceptance for YoungChildren

Social Attributes Checklist

Social Skills Rating System


36 33

AGE 3 NCEO

= OUTCOME

A = INDICATOR

Instruments for Assessment /2k, A


Measuring IndividualParticipation on theInterdisciplinary Team

37

40


Battelle Developmental InventoryScreening TestYear: 1984Publisher: DLM Teaching Resources(now owned by Riverside Publishing)

Beginning MilestonesYear: 1984Publisher: DLM

Boehm Test of Basic Concepts -Preschool VersionYear: 1984-86Publisher: The PsychologicalCorporation

Bracken Basic Concept ScaleYear: 1984Publisher: Psychological Corporation

BRIGANCE Diagnostic Inventory ofEarly DevelopmentYear: 1978Publisher: Curriculum Associates

Carolina Curricula: Preschoolerswith Special NeedsYear: 1990Publisher: Paul Brookes

Child Behavior ChecklistYear: 1980-88Publisher: Thomas M. Achenbach

Child's Observation Record (COR)Year: 1992Publisher: High/Scope EducationalResearch Foundation

Deriver Developmental ScreeningTest-11Year: 1990Publisher: Denver DevelopmentalMaterials

The Developmental ResourceYear: 1979Publisher: Grune & Stratton

cer

Early Childhood EnvironmentRating ScaleYear: 1980Publisher: Teachers College Press

Early Coping InventoryYear: 1988Publisher: Scholastic Testing Service

Early Screening InventoryYear: 1976-87Publisher: Teachers. College Press

Early Screening ProfilesYear: 1990Publisher: American GuidanceService

Ecobehavioral Assessment of SocialInteraction (EAST)Year: 1994Available from: Mary McEvoy,Ph.D., University of Minnesota

Ecobehavioral System for ComplexAssessment of PreschoolEnvironments (ESCAPE)Year: 1985Publisher: Juniper GardensChi: iren's Project, Bureau of ChildResearch, University of Kansas

Family Needs SurveyYear: 1988See: The Journal of SpecialEducation, 22(1), 117-127

Family Resource ScaleYear: 1985Publisher: Western Carolina Center

Family Support ScaleYear: 1984See: Journal of individual, Family,and Community Wellness, 1, 45-52

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Help for Special PreschoolersAssessment Checklist: Ages 3-6Year: 1987Publisher: VORT Corporation

Home Observation for theMeasurement of the Environment(HOME) ScaleYear: 1984Publisher: University of ArkansasPress

Learning Accomplishment Profile -Diagnostic EditionYear: 1983Publisher: Kaplan Press

Rating Individual Participation inTeamsYear: 1981Available from: D.B. Bailey, UNC-Chapel Hill

National Survey of ChildrenEducational Aspirations ScaleYear: 1992See: Children & Youth ServicesReview, 14(1-2), 119-136

The Pictorial Scale of PerceivedCompetence and Social Acceptancefor Young ChildrenYear: 1983Available from: Susan Harter, Ph.D.,University of Denver

Preschool Language ScalesYear: 1992Publisher: Psychological Corporation

Social Attributes ChecklistYear: 1992Publisher: Clearinghouse onEler.lentary and Early ChildhoodEducation

AGE 3 NCEO

SOURCES OF INSTRUMENTS (continued)

Soci.:1 Skills Rating SystemYear: 1990Publisher: American GuidanceService

System to Plan Early ChildhoodServices (SPECS)Year: 1990Publisher: American GuidanceService

Temperament Assessment Batteryfor ChildrenYear: 1988Publisher: Clinical Psychology

Vineland Adaptive Behavior ScalesYear: 1984Publisher: American GuidanceService

Work Sampling SystemYear: 1992See: Meisels,S.J. The Work SamplingSystem: An oven,iew Ann Arbor:University pf Michigan

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