# An In-Depth Guide to the How and Why of High-Quality Assessment in Inclusive Early Childhood Settings

## Assessing Young Children in Inclusive Settings: The Blended Practices Approach, Second Edition

### By [Kristie Pretti-Frontczak, Ph.D.](https://products.brookespublishing.com/cw_Contributorinfo.aspx?ContribID=2089&Name=Kristie+Pretti-Frontczak,Ph.D.), & [Jennifer Grisham, Ed.D.](https://products.brookespublishing.com/cw_Contributorinfo.aspx?ContribID=3833&Name=Jennifer+Grisham,Ed.D.) with [Lynn Sullivan, M.Ed.](https://products.brookespublishing.com/cw_Contributorinfo.aspx?ContribID=202130&Name=Lynn+Sullivan,M.Ed.)

Meaningful, authentic assessment practices are one key to the success of early childhood inclusion. Prepare current and future teachers with the second edition of this comprehensive textbook, an in-depth guide to the how and why of high-quality assessment in the context of inclusive early childhood settings. Updated with an emphasis on equity and coverage of other critical topics, this comprehensive textbook takes a blended practices approach to assessment in inclusive settings, combining recommended practices from early childhood education and early childhood special education. Ideal for both undergraduate and graduate courses and personnel preparation programs, this comprehensive text gives teachers the knowledge and tools they need to implement high‐quality assessment and reap its benefits.

- **New and expanded coverage of important topics**, including authenticity, collaborative partnerships, and data-based decision-making
- **Increased focus on educational equity** throughout the book
- **New section** on considerations for special populations: dual language learners and multilingual learners, children in kindergarten, and children who have severe and multiple disabilities
- **Overview of revised versions** of commonly used curriculum-based assessments, including AEPS-3, COR Advantage, and Work Sampling System
- **More practical materials** including new and extended case studies, a revised Curriculum-Based Assessment Rating Rubric and glossary, and checklists of recommended practices
- **Companion materials for faculty**, including PowerPoints with links to activities and resources
- **New invited contributors** who are experts in the field and advocates for early childhood inclusion

- Chapter PowerPoints
- Downloadable Appendices

### About the Authors

**Kristie Pretti-Frontczak, Ph.D.**

Dr. Pretti-Frontczak is an early childhood consultant, past Division for Early Childhood president, and was professor at Kent State University for 16 years. Kristie designs and delivers transformative professional development and has accumulated over 50,000 hours of helping educators and leaders around the world create inclusive schools.

**Jennifer Grisham, Ed.D.**

Dr. Grisham is a Professor in the Interdisciplinary Early Childhood Education program and Faculty Director of the Early Childhood Laboratory School at the University of Kentucky. Jennifer has co-authored several early childhood texts and is part of a team of professionals that lead development and research on the _Assessment, Evaluation, and Programming System (AEPS®)._

**Lynn Sullivan, M.Ed.**

Ms. Sullivan is a private consultant in the areas of special education, early childhood, and interagency collaboration. After a career in social work, Lynn spent 35 years as the early childhood consultant with Education Service Center, Region 11, in Texas.

### Table of Contents

- **Foreword**  
- **Acknowledgements**  
- **Dedications**  
- **Section 1: Recommended Practices**  
- **Chapter 1: Introduction**

#### Why a Second Edition

#### Major Themes of this Book

- Authenticity
- Collaborative Partnerships
- Utility
- Educational Equity

#### Overview of Major Book Sections

- **Section I:** Recommended Practices (Process)
- **Section II:** Reasons for Conducting Assessment (Purpose)
- **Section III:** Special Topics in Assessment
- **Intended Audience and Use**
- **Definitions of Key Terms Used Throughout**

### Chapter Summaries

**Chapter 2: Recommended Practices in Authentic Assessment**  
- **Authentic Assessment Defined**  
- **Difference Between Authentic Assessment and Conventional Assessment**  
- **Advantages and Evidence‐Base**

**Chapter 3: Family Involvement in the Assessment Process**  
- **Involving Families in the Assessment Process**  
- **Legal Mandates**  
- **Benefits to Families and Children**  
- **Strategies for Gathering Assessment Information**

**Chapter 4: Recommended Practices for Determining Technical Adequacy**  
- **Technical Adequacy**  
- **Common Practices Related to Conventional Assessment**

**Chapter 5: Critical Decision-Making Process**  
- **Overview of the Decision-Making Process**

**Chapter 6: Assessment for Program Planning Purposes**  
- **Definition and Purpose of Assessment for Program Planning**

**Chapter 7: Assessment for Progress Monitoring Purposes**  
- **Progress Monitoring**

**Chapter 8: Recommended Practices in Identifying Children for Special Services**  
- **Child Find**

**Chapter 9: Program Evaluation**  
- **Methods of Collecting Program Evaluation Data**

**Chapter 10: Recommended Practices for Assessing Children Who are Dual Language Learners (DLLs) or Multilanguage Learners**  
- **General Considerations for Assessing Children Who are DLLs**

**Chapter 11: Recommended Practices for Assessing Children with Severe and Multiple Disabilities**

**Chapter 12: Kindergarten Assessment**

- **Summary**  
- **References**  
- **Index**