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Assessing Young Children in Inclusive Settings

The Blended Practices Approach Second Edition

Kristie Pretti-Frontczak Jennifer Grisham with Lynn D. Sullivan

Assessing Young Children in Inclusive Settings

by Kristie Pretti-Frontczak, Ph.D.
Inclusion Thought Leader • Educators’ Educator • Fierce Play Advocate
Inclusive Schooling
B2K Solutions, Ltd. and Inclusive Schooling, LLC

and

Jennifer Grisham, Ed.D.
Passionate Teacher Educator • Prolific Author • Administrative Sage
University of Kentucky

with

Lynn D. Sullivan, M.Ed.
Systems Thinker • Strategic Connector • Path Finder
LDS Consulting

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

Contents

• About the Downloads and Online Companion Materials
• About the Authors
• About the Contributors
• Forewords Melanie Reese, Sheresa Blanchard, and Margarita Cañadas Perez
• Acknowledgments

Section I Recommended Practices (Assessment Processes)

• Chapter 1 Introduction
• Chapter 2 Recommended Practices in Authentic Assessment
• Chapter 3 Family Involvement in the Assessment Process
• Chapter 4 Recommended Practices for Determining Technical Adequacy
• Chapter 5 Critical Decision-Making Practices

Section II Reasons for Conducting Assessment (Assessment Purposes)

• Chapter 6 Assessment for Program Planning Purposes
• Chapter 7 Assessment for Progress Monitoring Purposes
• Chapter 8 Recommended Practices in Identifying

Section III Special Topics in the Assessment of Young Children

• Chapter 10 Recommended Practices for Assessing Children Who Are Dual Language Learners or Multilanguage Learners
• Chapter 11 Recommended Practices for Assessing Children With Severe and Multiple Disabilities
• Chapter 12 Kindergarten Assessment

About the Authors

Kristie Pretti-Frontczak, Ph.D.

President of B2K Solutions, Ltd., partner at Inclusive Schooling, LLC. Dr. Pretti-Frontczak has dedicated her career to supporting young children in inclusive settings and has contributed significantly to the field through research, advocacy, and professional development.

Jennifer Grisham, Ed.D.

Professor in the Interdisciplinary Early Childhood Education program at the University of Kentucky, Lexington. Dr. Grisham's research focuses on linking assessment and instruction, ensuring program quality, and individualizing learning for young children with disabilities.

Lynn D. Sullivan, M.Ed.

Private consultant in special education and early childhood, bringing years of experience from Texas’s education system to support families and children with disabilities.

Foreword

I am honored that the authors asked me to write this foreword for Assessing Young Children in Inclusive Settings: The Blended Practices Approach, Second Edition. This book is crucial in supporting my work as a consultant and coach. The authors have contributed significantly to the understanding and implementation of inclusive practices and authentic assessment, empowering teachers and practitioners in their educational settings.

Introduction

Assessing Young Children in Inclusive Settings: The Blended Practices Approach, Second Edition aims to provide guidance on engaging in authentic assessment for young children, considering the evolving context of education and diverse learning needs. The purpose of this book is to refine and update recommended assessment practices based on research and experience to better support inclusive early education.

Major Themes of This Book

• Authenticity: Emphasizing the importance of assessments within the context of children's daily activities, focusing on functional skills necessary for participation in daily routines.
• Collaborative Partnerships: Highlighting the need for teamwork among educators, parents, and specialists to gather assessment information and make informed decisions about children's learning.
• Utility: Ensuring that assessments are purposeful and lead to positive outcomes for children by guiding instructional decisions.
• Educational Equity: Addressing systemic inequities in assessment practices to ensure all children receive the support they need based on their unique strengths and circumstances.

Definitions of Key Terms

• Assessment: A process of gathering information to make informed decisions about children's learning and development.
• Blended Practices: The integration of practices from early childhood education and early childhood special education to support all children in inclusive settings.
• Teacher: Refers to the primary professional responsible for a child's education, emphasizing the importance and professionalism of individuals who work with young children.

Summary

This book is intended to guide early childhood educators in implementing high-quality assessments that support all children's learning and development in inclusive settings. By focusing on authentic assessments and collaborative practices, the authors aim to enhance educational services for young children and their families.