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Preschool Assessment Manual
Table of Contents
Introduction to the Early Learning Assessment System Arizona State Performance Plan/ Annual Performance Report Assessments p. 1
p. 2 p. 4
On-going Progress Monitoring Assessment Assessments for Title I Even Start/Arizona Family Literacy Programs
Step 1: Creating a Local Assessment System Step 2: Choosing an Assessment
p. 5 p. 7
On-going Progress Monitoring Assessment Assessments for Title I Even Start/Arizona Family Literacy Programs Step 3: Assessment Training p. 8
On-going Progress Monitoring Assessment Assessments for Title I Even Start/Arizona Family Literacy Programs Step 4: Conducting the Assessment p. 8
On-going Progress Monitoring Assessment Assessments for Title I Even Start/Arizona Family Literacy Programs Step 5: Aggregating Information p. 10
NEW DEADLINE Step 6: Data Entry & Reporting
p. 12 Step 7: Reviewing Reports a. SDEC 71 b. SDEC72 c. SDEC73 Step 8: Utilizing the data Appendix A ~ Resources p. 14 p. 15 p. 14
Appendix B ~ Vendor Information a. b. c. d. Child Observation Record Creative Curriculum Developmental Continuum Galileo Plus Work Sampling System
Appendix C ~ Conversion Directions & Forms a. b. c. d. Scoring the Creative Curriculum Developmental Continuum Scoring the COR Scoring the Galileo Plus Scoring the Work Sampling System
Appendix D ~ SAIS codes a. Preschool Program Type b. Early Childhood Program Participation Definitions Appendix E ~ Assessment Comparison Matrix Appendix F ~ Obtaining CTDS Numbers a. b. c. d. Adding or Changing District/SITE Data in the Enterprise System Form Request additions/deletions to list for reporting students Attending third party providers or Head Start
p. 40 p. 41
Frequently Asked Questions
Arizona Early Childhood Assessment System Guidance Manual
Assessment is the process of gathering information about children from several forms of evidence, then organizing and interpreting that information. Assessment is the basic process of finding out what the children in our classroom, individually and as a group, know and can do in relation to their optimum development and to the goals of the program. With that knowledge of those children, we can plan appropriate curriculum and effective instructional strategies to help them develop and learn, monitoring their progress along the way. (McAfee, Leong & Bodrova, 2004, p.3) More than ever, early childhood educators are thinking about standards, curriculum and assessment in the context of providing quality programs and services for young children. The Arizona Early Childhood Assessment System was developed to promote best practices that meet rigorous professional standards in order to improve programs to benefit children and families. Although the Arizona Department of Education (ADE) has required or recommended that appropriate assessment methods and instruments be utilized in various early childhood programs administered by ADE, two significant and concurrent reasons necessitated that ADE recently reexamine and reform assessment requirements for early childhood education programs. First, in order to meet new requirements in the 2004 reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA), the Office of Special Education Programs (OSEP) in the U.S. Department of Education identified specific outcome indicator data that all states must now annually report for all preschool children receiving special education services funded by IDEA. Second, the Department was informed by the publisher of Pre-K Success that the company was phasing out its support of this assessment instrument. Pre-K Success was the assessment used by the State Early Childhood Block Grant and State Family Literacy and Title I Even Start Programs since 1999. The Department concluded that another assessment would need to be identified for those programs. In consideration of these changes, the Department convened an Early Childhood Assessment Work Group in 2005 to define best practices for early childhood assessment in Arizona. The Work Group summarized their findings by recommending three purposes for the assessment of young children: (1) to make sound decisions about teaching and to promote childrens development and
learning; (2) to identify children who might benefit from health and /or special services; and (3) to monitor trends on an ongoing basis to both meet goals for children and improve programs. The Work Group analyzed the national literature and determined that monitoring progress and measuring outcome indicators is best accomplished by observing and documenting childrens behavior while they are actively engaged in their preschool programs routines over time. The Work Group also endorsed using the same assessment system across all preschool programs administered by ADEs Early Childhood Education Office, rather than using one instrument or system for special education, and another for other preschool programs. Based on the groups recommendations, the Department issued a Request For Proposal (RFP) in 2006 for appropriate, comprehensive, valid and reliable assessments for progress monitoring and measuring outcome indicators in preschool children ages three years to kindergarten entry in any or all early childhood programs administered by ADE. Four instruments were approved by the Arizona State Board of Education for use in the Early Childhood Assessment System. Assessment results are reported to ADE using the Student Accountability and Information System (SAIS), which is used in every school district throughout Arizona. SAIS is an automated data collection and reporting system that will greatly enhance the ability to evaluate programs, identify trends and document the benefits of investment in early childhood programs in Arizona. It is ultimately the responsibility of the Public Education Agency (PEA) to ensure assessment data is successfully submitted for the district and on behalf of any collaborating partners. The Arizona Early Childhood Assessment System Guidance Manual is intended as a resource for all system users and contains information on system recommendations and requirements.
Arizona State Performance Plan/Annual Performance Report
One use of these data is to report on Indicator B7: Preschool Outcomes in the State Performance Plan/Annual Performance Reports (SPP/APR) submitted to the Office of Special Education Programs. This indicator is made up of three outcomes: 1. Positive social and emotional skills 2. Acquisition and use of knowledge and skills (including early language/communication and early literacy) 3. Use of appropriate behaviors to meet the childs needs Each of these outcomes is further broken down into five subcategories:
Category a: Percent of preschool children who did not improve functioning Category b: Percent of preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers Category c: Percent of preschool children who improved functioning to a level nearer to same-aged peers but did not reach it Category d: Percent of preschool children who improved functioning to reach a level comparable to same-aged peers Category e: percent of children who maintained functioning at a level comparable to same-aged peers
In February 2010, the ADE must revise its SPP/APR to include state baselines and performance targets following the following format: Of those children who entered the program below age-expectations in outcome [1, 2, and 3], the percent that subsequently increased their rate of growth by the time they exited preschool special education.
The formula for determining this summary statement is: (c+d)/(a+b+c+d) Percent of children who were functioning within age expectations in outcome [1, 2, and 3] by the time they exited preschool special education.
The formula for determining this summary statement is: (d+e) For more information about the OSEP reporting requirement please see: The Office of Special Education Programs Early Childhood Outcomes Center
NOTE: Beginning in February 2011, ADE must publicly report districts performance relative to the state baselines and performance targets established for the three preschool child outcomes.
Early Childhood experts recognize there is no perfect assessment tool but are in agreement on some common guidelines regarding assessment practices in early childhood education. In reviewing the RFP, the Early Childhood Evaluation Team considered assessments that were reliable and valid, free of bias, and developmentally appropriate. Arizona Early Childhood assessment system includes two different assessment methods: 1. On-going progress monitoring assessments 2. Assessments required for Title I Even Start/Arizona Family Literacy All PEAs are required to select and implement an on-going progress monitoring tool for the purpose of guiding instruction and reporting to the state.
Who is responsible for ensuring the SAIS coordinator/data entry specialist has sufficient program specific information to enter students into the SMS/ SAIS Online system? What are important data entry dates for assessments? Do you have partners that will need CTDS numbers? What dates does SAIS shut down for regular integrity checks? If the student only receives itinerant services who is responsible for data collection? Does our district or charter have a Title I Even Start/State Family Literacy program that must implement the PPVT~III and the PALS-PreK assessments?
PEAs & CTDS Codes
In order to gain access to the SAIS system and complete the required ECE transactions the PEA and each collaborating partner must have individual CTDS codes and permissions to access the ADE Common Logon System. The CTDS code, which stands for county, type of school, district, and site, is required by each entity using the Early Childhood Assessment System for tracking purposes and data collection. A CTDS code is assigned to each public education agency based on the county, type of entity (charter/district/private, etc.), and an ADE created 2 digit number for the administrative entity (district) and a 3 digit school or site number. If it is unclear whether or not a collaborating partner has a CTDS code, contact the ADE's System Training and Response (STaR) Team. Click on the request for training and assistance. They will conduct a thorough investigation to determine if a CTDS code has previously been assigned and report back to the requestor. If a collaborating partner does not have a CTDS code, ADE School Finance will assign two or more codes, one for the administrative office and one for each site. Complete the form Adding or Changing District/Site Data in the Enterprise System Form and check the box for NEW/ACTIVE DISTRICT or in Appendix F. Another form is required for each site operated by the administrative office. Complete the same Adding or Changing District/Site Data in the Enterprise System Form for each site and check the box for NEW ACTIVE SITE. The District Name required on the form refers to the Administrative Office or Owner in the case of a collaborating partner. The Site Name reflects the individual site name. For purposes of ECE assessment the Grade Range should always be PreK. No CTDS code will be issued without an authorizing signature from the collaborative partner. The authorizing agent must have legal authority to enter into an agreement with ADE, for example the director or owner of a preschool. The authorizing agent should place their contact information into the Contact information on the form. An email confirmation with the new codes will be sent to the email address indicated on the form. Assistance in completing
Title I Even Start/State Family Literacy Assessments
When does the assessment occur? The PPVT~ III is conducted as both a pre-test and a post-test. Children are given the pre-test during the first month of the reporting year for continuing families and
new families are assessed within one month of the familys enrollment in the local Even Start Program. The post-test is administered no earlier than May and at least 6 months after the pre-test. The PALS-PreK is conducted one time per year, during the last quarter of the reporting period (April 1-June 30th).
STEP 5: Aggregating Information
Scoring the On-going Progress Monitoring Assessment
Once the evidence has been collected, the responsible parties will interpret the information and fill out the appropriate culminating form. The due dates for aggregating the evidence and filling out the checklist will be determined by the local assessment policy. Each of the assessments has a different culminating form to assist educators in organizing and summarizing data.
Culminating Form On-going Progress Monitoring Tool Creative Curriculum Developmental Individual Child Profile Continuum Child Observation Record (COR) Child Information and Developmental Summary Form Galileo Plus Preschool Galileo Assessment Scales Work Sampling System Developmental Checklist
The PEA should follow the publishers directions for completing the culminating forms. If using an electronic version of an assessment, the data may be summarized automatically and available electronically for use. Refer to Assessment Table 1 for specific assessment availability options.
Assessment Table 1 ~ Assessment Availability Options Assessment Culminating Conversion to summary/checklist quantitative score Child Observation Electronic Electronic (Tally Record (COR) Sheet) Electronic COR Manual Manual Paper & Pencil COR Electronic Electronic CD Rom Creative Curriculum Electronic Manual Developmental Continuum (CCDC)
Electronic CCDC Paper & Pencil Galileo Electronic Work Sampling System (WSS) Electronic WSS Paper & Pencil PPVT ~ III Paper & Pencil
Manual Electronic Electronic
Manual Electronic Manual
Manual Manual or Electronic calculations with purchase of ASSIST software. Manual
PALS PreK Paper & Pencil
Once a culminating form has been completed, the scores for the Work Sampling System and the Creative Curriculum Developmental Continuum need to be converted into numerical scores for entry into SMS or SAIS On-line. Each domain area will be converted to a single score. ADE ECE created worksheets to assist in this manual conversion. Please refer to Appendix C for conversion sheets and directions for the manual calculations. Again, if using an electronic version of an assessment, this conversion may be completed electronically and available for immediate use. Each domain score will be entered into SAIS through use of a SMS or SAIS On-line.
On-going Progress Monitoring Assessment Creative Curriculum Developmental Continuum (CCDC) Child Observation Record (COR) Galileo Plus Work Sampling System (WSS)
Conversion CCDC Conversion worksheet Calculation on Child Information and Developmental Summary Form Electronic calculation WSS Conversion worksheet
Scoring Title I Even Start/State Family Literacy Assessments
Title I Even Start and State Family literacy programs should annually report the Upper Case Score only from the PALS-PreK assessment. This score reflects
the correct number of letters the individual child was able to identify. The PPVT ~ III requires the submission of the standard scores. The scores for each domain should be provided to the person responsible for data entry as indicated by the local assessment policy. It is recommended that the conversion worksheet completed for each child be turned into the SAIS coordinator for inputting into SMS or SAIS On-line. SAIS/SMS will accept only whole number for this transaction. Math calculations ending with a decimal point should be rounded up or down as appropriate. Ultimately, any culminating forms and conversion worksheets may be placed in the childs cumulative folder for documentation purposes.
STEP 6: Data Entry
There are three (3) transactions in the SAIS system that contribute information to the Early Childhood Assessment System:
Each childs name, SAIS ID and other demographic information is entered for each child as part of the enrollment transaction. A student must have membership in a school before EC program participation can be added to SAIS.
Early Childhood Program Participation:
Before assessment information can be entered, each child must be entered into the Early Childhood Preschool Program Participation Transaction. There are seven (7) program types listed. Please see Appendix D for Preschool Program Type descriptions. Included in the program participation transaction is other program specific information needed for the student. Please see the Appendix D for Early Childhood Program Participation Definitions. Early Childhood Special Education is not listed as a program type in this transaction because this information is submitted to SAIS using the SPED service participation transaction.
Early Childhood Preschool Assessment:
Assessment data is entered into the SMS or SAIS Online through the Early Childhood Assessment Transaction. Each assessment is assigned a preschool assessment code and a number of test areas. As the scores from the summary or conversion worksheets are entered into the system, be sure the assessment code is correct and that scores for domains are listed in the correct order as shown in Appendix E, Assessment Comparison Matrix.
Dates for entry will be determined by the district/charter assessment policy. However, the dates set should take into account the date the assessments are due to the state, dates that SAIS shuts down for aggregation (see your SAIS coordinator) and time needed for responsible parties to aggregate information onto the checklists and summary worksheets.
NEW FOR 2010-2011
Starting in 2010-2011, initial baseline assessment data should be collected when the child begins preschool in order to determine all progress a child makes during his/her preschool years. This is a change from waiting six weeks for the child to acclimate to your program as stated in the July 2009 Preschool Assessment Manual. The December 30th data submission deadline to SAIS will change to December 1st. The final submission date of June 30th remains the same. December 1st and June 30th reflect dates to submit all available data, not when the data is collected. Remember, data collection is ongoing with appropriate points of analyzing the data to drive instruction of the child, the classroom and to make program decisions. Corrective Action Plans will be initiated for districts that do not submit accurate and timely data.
DUE DATES Initial data entry
Completed when child begins program
Exit data entry
Completed at end of the program year or childs last day of attendance in program
Data entry deadline is December 1st of each fiscal year (Closure for aggregation) Data entry deadline is June 30th of each fiscal year (Closure of SAIS)
If you have problems with your SMS, please contact the vendor for the system. If you have problems with SAIS or SAIS Online, please the ADE Support Center at (602) 542-7378; (866) 577-9636; SCGroup@azed.gov.
STEP 7: Reviewing Reports
There are three Early Childhood Education reports within the SAIS system that will be useful to administrators and instructional staff. In addition, information submitted through the individual SMS or the SAIS On-line System will be utilized by the ADE Early Childhood Education staff to generate reports and documentation required for stakeholders. This information will also guide ADE staff in planning professional development opportunities. A. SDEC71 ~ Early Childhood Program Participation Report This information will reflect enrollment information and program-specific requirements for each of the individual ECE grants and programs supported by ADE. SDEC72 ~ Early Childhood Assessment Report This report reflects student-level assessment data for students enrolled in a districts ECE programs. This report will help districts ensure 1) that data has been uploaded into SAIS and 2) provide a means of checking the accuracy of the information submitted. SDEC73 ~ Early Childhood Assessment Search Report Once a student is enrolled in a district this report will Include any previous assessment data that was entered on behalf of a student who attended another ADEsupported ECE program.
To learn the specifics for pulling and reviewing these reports, the ADE Support Center should be contacted directly to address any technical difficulties: (602) 542-7378; (866) 577-9636; SCGroup@azed.gov.
STEP 8: Utilizing the data
On-going Progress Monitoring
First and foremost, the intent of the on-going progress monitoring system in Arizona is to gather information about children in order to best meet their needs. Knowledge of childrens abilities will assist instructional staff and IEP teams to plan developmentally appropriate curriculum, goals and effective instructional strategies. The wealth of information generated from on-going progress monitoring should drive pedagogical decision making, such as the intentional planning of classroom environments, scheduling, whole/small group times, and, materials to address both general and individualized goals for students. In addition, the data collected through this process should be included in: Special education referrals, evaluation, or re-evaluation processes Planning for transitions to kindergarten
Program self-assessment and quality improvement planning [see ADE Early Childhood Quality Improvement Process (ECQUIP)] Communication with parents, colleagues, administrators, and the general public about both childrens progress and the program itself
The scores obtained from the PALS-PreK and the PPVT ~ III should be similarly used to inform decision-making and communication.
McAfee, O., Leong, D. J., & Bodrova, E. (2004). Basics of assessment: A primer for early childhood educators. Washington, DC: NAEYC.
Appendix A ~ Resources
Arizona Department of Education ADE Early Childhood Education Unit www.ade.az.gov/earlychildhood ADE Support Center 602-542-7378 or 1-866-577-9636 SCGroup@azed.gov Ongoing Progress Monitoring Assessments Child Observation Record (COR) High/Scope Educational Research Foundation 600 N. River St., Ypsilanti, MI 48198 http://www.highscope.org/Content.asp?ContentId=113 Creative Curriculum Developmental Continuum Assessment System Teaching Strategies, Inc. 5151 Wisconsin Avenue, NW Suite 300 Washington, D.C. 20016 (800) 637-3652 www.TeachingStrategies.com/Arizona or www.CreativeCurriculum.net Galileo Plus 6700 East Speedway Blvd. Tucson, Arizona 367-4762, ext. 124 http://www.ati-online.com The Work Sampling System Pearson Early Learning, and imprint of Pearson Learning Group 145 S. Mt. Zion Rd., Lebanon, IN 46052 www.worksampleingonline.com 888-832-9378, ext. 3689 Title I Even Start/State Family Literacy Phonological Awareness Literacy Screening (PALS Pre-K) University of Virginia Bookstore at the University of Virginia PO Box 400820 Charlottesville, VA 22904 Fax: 434-924-3284 Email: email@example.com Phone: 434-243-8963 or 800-759-4667
http://pals.virginia.edu/order.html Peabody Picture Vocabulary Test Pearson Assessments P.O. 1416 Minneapolis, MN 55440 Phone: (800) 627-7271 Fax: (800) 632-9011 www.pearsonassessments.com
High/Scope Child Observation Record (COR)
High/Scope Educational Research Foundation 600 N. River St., Ypsilanti, MI 48198 http://www.highscope.org/Content.asp?ContentId=113
Purpose The Child Observation Record (COR) is an authentic, criterion-referenced assessment instrument that can be implemented in any developmentally appropriate early childhood setting that charts the growth and progress of children in your program. The COR is free of gender and cultural bias. High/Scopes Child Observation Record (COR) is based on six child development categories that represent broad domains of child development. For the Preschool COR these categories are initiative, social relations, creative representation, movement and music, language and literacy, and mathematics and science Reports generated- High/Scopes Child Observation Record (COR) assessment package provides data for programs and teachers to use to monitor child and program growth and progress as well as providing a means of ongoing evaluation and documentation of individual child outcomes. Examples include: COR Child Summary, COR Tally Sheet, COR Family Reports, COR Outcomes Ease of Use- the COR can be administered by adults who have consistent contact with the child and have been trained in using the COR instruments. The process of gathering data (making observations and writing objective anecdotal notes) for completing a COR assessment generally takes place over a period of weeks or months and requires no change in the childrens daily routine. The observations are made while the children are engaged in play with adults and other children throughout their typical daily routine in their developmentally appropriate classroom. Assessment Format Options On-line subscription costs via secure website Highscope.net OR CD-ROM version of the COR OR Manual (paper and pencil) version of the COR Teacher Training The objectives for this two-day, hands-on workshop are to assist participants in writing objective, factual, and strength based anecdotes on children and coding and scoring those anecdotes into the Child Observation Record (COR). Administrator Training Hours and There are two recommended aspects for the administrative training. One 3-hour training on the administrative capabilities and privileges on the selected technology application One 3-hour training on data analysis The objective for the administrative training is for administrators to become familiar with the administrative functionality of Highscope.net or the COR CD ROM. The objective for the data analysis training is to assist administrators in reading the reports and writing reports to show the growth and progress made throughout the year. 21
Pearson Early Learning, an imprint of Pearson Learning Group 145 S. Mt. Zion Rd., Lebanon, IN 46052 www.worksamplingonline.com (888) 832-9378 ext. 3689 The Work Sampling System is a comprehensive framework for implementing observational assessment. It provides powerful tools to help you collect, analyze, and manage your assessment data in an easy-to-use online format. Product Overview: The Work Sampling Systems Guidelines and Checklists provide a structure to help teachers observe, document, analyze and report childrens strengths, areas of achievement, and progress toward goals. Streamlining the assessment process, Work Sampling Online is an easy-to-use web based service that allows teachers to manage observations, complete checklists and report assessment data from any Internet-connected computer. Child Summary reports are available for sharing with families. Teachers and administrators can also generate child, school, program and district reports. Work Sampling aligns with the Early Childhood Outcomes and helps classroom teachers to target instruction. For information about Work Sampling in Arizona: please call (888) 832-9378 ext. 3689, or visit www.pearsonearlylearning.com.
Assessment Format Options
Work Sampling Online license
Paper and Pencil Materials Teacher training and materials
Includes: either six hours of Work Sampling observational assessment or Work Sampling observational assessment and online training (Getting Started with WSS, Using Guidelines and Checklists, Documentation and Recording, Reporting Tools, and Interpreting and Using Assessment Data); WSS Guidelines Book, WSS Teachers Manual, and WSS Arizona Training Guide.
Additional training information available at www.pearsonearlylearning.com, or by calling (888) 832-9378 ext. 3689.
Galileo Overview: Galileo Plus for children ages 3-5 is a fully integrated system for use in developmentally appropriate assessment, curriculum implementation, multi-level and multi-year real-time progress and outcome reporting, and family involvement. Galileo is the first system of its kind to fully integrate online and offline capabilities within one system at one cost. The easy-touse assessment, curriculum, and reporting tools in Galileo make it possible for Arizona early childhood programs to implement ADE goals of using assessment to: 1) make sound decisions about teaching to promote childrens development and learning; and 2) meet goals for children and improve programs and services by monitoring trends and evaluating effectiveness. Multi-Method Assessment Approach: Aligned to the Arizona Early Learning Standards, the
Galileo multi-method approach includes ongoing observation in the natural context of childrens learning, anecdotal narratives, representative samples of childrens work, and family input. Programs can use any combination of online and offline multi-methods to assess childrens development. The Galileo 3-5 Scales include: Social and Emotional Development, Approaches to Learning, Language and Literacy, Early Math, Nature and Science, Physical Health Practices, Fine and Gross Motor Development, Creative Arts, and Early Learning Social Studies.
Real-Time Multi-Level, Multi-Year Reports. Online and offline information on childrens learning can be easily entered and stored online to produce a variety of real-time progress/outcome reports and planning recommendations. Reports can be generated online both within and across preschool program years or directly printed from Galileo. Login access levels provide teachers, administrators, and parents with reports specific to their level of access. Reports at the child, group, class, multi-class, center and program levels include Development Profiles, Knowledge Area Proficiency Profiles, Development Milestones, Progress Reports, and Development Summaries, to name a few. Galileo also provides management reports including Data Source Reports, History Reports, Inactive/Active Children Reports, and Child Information Reports, to name a few. An All Inclusive System: Galileo also comes with online Standards-Based Curriculum tools
How many F1s? __2___ X 1 = How many F2s? __1__ X 2 = How many F3s? __1__ X 3 = How many Is? How many IIs How many IIIs _____ X 4 = _____ _____ X 5= X 6=
Sense of Self (add last column) 8. Multiply across.
Example for Social/Emotional Development ~ Sense of Self 1. 2. 3. 4. F1 F1 F1 F1 F2 F2 F2 F2 F3 F3 F3 F3 I I I I II II II II III III III III __2 _ + __2__ + __3_ + ___ _ + __ __ + __ __ ____
How many F1s? __2__ X 1 = How many F2s? __1__ X 2 = How many F3s? __1__ X 3 = How many Is? How many IIs How many IIIs Sense of Self (add last column) 9. Add down. _____ X 4 = _____ X 5 = _____ X 6 = Total Score
Example for Social/Emotional Development ~ Sense of Self 1. 2. 3. 4. F1 F1 F1 F1 F2 F2 F2 F2 F3 F3 F3 F3 I I I I II II II II III III III III __2 _ + __2__ + __3__ + ___ _ + __ __ + __ __
How many F1s? __2__ X 1 = How many F2s? __1__ X 2 = How many F3s? __1__ X 3 = How many Is? How many IIs How many IIIs _____ X 4 = _____ X 5 = _____ X 6 =
__7__ 10. Enter the total score for each domain into the SMS or SAIS Online.
Scoring the Child Observation Record (COR) Follow the scoring procedures for the checklist portion of the assessment. 1. Gather data (ex: anecdotal notes, portfolio pieces) regarding the students Using collected data aggregate the information and complete the Information and Developmental Summary. Record the highest level number assigned to the anecdotes related to each COR item in the Child Developmental Summary. Calculate the childs average of development for each COR category by adding the levels and dividing by the number of items completed. Enter the averaged score for each domain into the SMS or SAIS Online.
Scoring the Galileo Plus 1. Gather data (ex: anecdotal notes, portfolio pieces) regarding the students. Using collected data complete the Preschool Galileo Assessment Scale. Using the Individual Child Observation Form put the DL score for each domain into the SMS or SAIS Online.
Scoring the Work Sampling System 1. Gather evidence (ex: anecdotal notes, portfolio pieces) regarding the students. 2. Using the collected evidence aggregate the information and complete the Child Information and Developmental Summary. 3. Print out the Student Summary Worksheet from the ADE website at http://www.ade.az.gov/earlychildhood/downloads/WSSAssessmentSumm aryWorksheet.pdf 4. Enter the Childs Name 5. Enter date assessment aggregation was completed 6. For each domain listed on the checklist total the number of "Not Yets", In Process, and Proficient and transfer information from the checklist to the summary worksheet using the domains numbered on the Work Sampling System. Example for Personal and Social Development 1. Personal and Social Development How many Not Yet? How many In Process? How many Proficient? 3 X 1 = X 2 = X 3= _____ + _____ + _____ --------
*New for program year 07-08.
Early Childhood Program Participation Definitions
Field Name Entity ID Abbreviated Name ENTITYID Description/Definition School identifier; CTDS code, where student is participating in the Preschool program School-generated student identifier
School Student ID Student ID
ADE-generated student identifier (SAIS ID) Track Number TRACK For schools or districts with multiple tracks, identifies the track to which this membership applies. (If school does not have its own calendar, it will use the districts calendar.) First Name on FIRSTNM Student first name as it appears on the Legal Document legal document provided for registration Middle Name on MIDDLENM Student middle name as it appears on Legal Document the legal document provided for registration Last Name on LASTNM Student last name as it appears on the Legal Document legal document provided for registration Preschool PSPROGTYPE Program in which student is Program Type participating (see program type) Program Entry PGMENTRYDATE The date the student entered the Date program Program Exit PGMEXITDATE The date the student exited the Date program Program PROGPARTID School identifier; CTDS code, of Partner ID district, charter, or other agency reporting data on Entitys behalf, OR with which the Entity has a relationship Family Income FMLYINCIND Used for students enrolled in the Title I Indicator Even Start or State Family Literacy Program to who whether the family is at or below the poverty level. Living in LIVHSHLDIND Used for students enrolled in the Early Household Childhood Block Grant Program to Indicator determine parental employment status Mother NEWSPECENREND Used in conjunction with Living in Employment Household Indicator if living with Status Mother or Both. Father OLDTUITPAYRCD Used in Conjunction with Living in Employment Household Indicator if living with Father
Status Adult Education ID*
Field Name Exempt from PPVT III or PALS-PreK*
or Both. ADE-generated Adult Education identifier. Used in conjunction with Preschool Program types State Family Literacy and Title I Even Start only. Description/Definition Used for students enrolled in the Early Childhood State Family Literacy or Title I Even Start programs who are exempt from taking the PPVT III or PALS-PreK assessment(s).
Request Additions / Deletions to list for reporting students attending third party providers or Headstarts
Use this form to request changes to the list of third party providers and Headstarts displayed through the SAIS Online application or to upload data through SDDI. Please Select reporting method:
SDDI SAIS Online
District/Charter Holder Name _______________________________________________ CTDS # ________________________________________________________________ First Name _____________________________________________________________ Last Name _____________________________________________________________ Position/Title ___________________________________________________________ Phone Number __________________________________________________________ Email Address __________________________________________________________
Please Enter CTDS and Site Name and Indicate Add or Remove
CTDS # _____________ _______________ _______________ _______________ _______________ Site Name _______________________ __________________________ __________________________ __________________________ __________________________
Add Add Add Add Add
Remove Remove Remove Remove Remove
Fax to: 602-542-3099
Q: Some of our children with special education needs attend a Head Start for their services. Do we have to assess all of the children in the Head Start and our children with special needs? A: When placing children in the Head Start program, you need to assess only those children with an IEP that your district has placed there. The district is responsible for ensuring assessment data is received for this child. It is important to determine responsibilities to ensure the assessment is completed and submitted to ADE. You may consider outlining responsibilities in a Memo of Understanding (MOU). Q: Head Start already assesses all of the children in their classrooms including children with special needs. Do we need to reassess the children for which we need the information? A: If Head Start is using one of the four chosen assessment tools for the state, you do not need to reassess. However, you do need to make sure there is a letter from the parent giving you permission to share information between the two programs. You will need to determine which agency will submit this data to ADE. Q: We place some of the children in ECBG and children with special needs in a local childcare. Do we have to assess all of the children in those classrooms? A: You need to assess only the children you have placed there under ECBG or those with an IEP. The vendors have suggested using the online form of their tools. Do we need to have the online system? No. For the information ADE needs, you can use the pencil and paper versions as well. Q: Who is responsible for collecting assessment data for children receiving itinerant services?
A: The ultimate responsibility lies with the school district. The itinerant service provider should collect the data with the help of parents and input from any other care givers the child may come in contact with. Q: I have a student with severe autism. How can they be assessed? A: No child was exempt from OSEP requirements. Instructional staff will still utilize the chosen assessment tool and give the student the score that best describes their stage of development. It is recognized that students with more severe needs may demonstrate incremental growth that is not captured by the rating scales used by the assessment tools. Q: Do I file the OSEP report? A: No. Data submitted through SAIS is used for the statewide OSEP report and is submitted by ADE. Q: Can we use DIBELS? A: No. Only one of the state approved assessments can be used. It is important to remember that this collection is meant for children ages three to five only. Q: How can I assure that my data has been uploaded? A: There is a report you can download from SAIS, SDEC72. Q: The assessment tool recommends that we aggregate data three times a year. Do we submit to ADE 3 times a year? A: No, however best practices recommend that teachers take time to look at evidence frequently for purposes of planning and meeting individual needs. Districts will submit baseline data for a student after six weeks in a program and exit data on last day of enrollment or participation in a program.
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